| Is DayDreaming Being Brain Dead? | | | | apprenticeship. Humans are natural copycats and |
| Did your 3rd grade teacher ever call you out as a | | | | quickly learn and remember what they see in |
| DayDreamer? Would you be insulted if today, one | | | | action.b) Trail-and-error: negative feedback is a |
| of your peers, supervisor or partner accused you | | | | powerful tool for learning. When we try something |
| of daydreaming? | | | | new and make a mistake, our higher |
| Researchers at the University of North Carolina at | | | | executive-brain, (pre-frontal cortex) extracts and |
| Greensboro call it Wandering | | | | remembers the error for future comparison. The |
| Mind. Would you believe college students tested | | | | next time we attempt the new skill, we |
| appear to daydream up to | | | | remember to avoid the original error. Learning to |
| 33% of their waking hours? This study appears in | | | | drive a car, ride a bike, and using your computer, |
| the journal of the Associationfor Psychological | | | | are examples of trial-and-error producing new |
| Science July, 2007. | | | | permanent skills. You are already an expert in |
| Professor Michael Kane of UNCG believes, if you | | | | successfully using this learning method.c) Listening |
| want to understand the human mind and its | | | | to a description of how to learn the new skill. |
| activities, neuroscientists must discover the | | | | Very few learn to drive a car by hearing a lecture |
| secrets of attention andconcentration. Two | | | | or reading a book;trail-and-error is a requirement. |
| Questions: why does our attention wander, and | | | | Did you learn to drive by your parents telling you |
| how come somepeople daydream only 10% of | | | | how to do it? |
| the time while others more than 40%? | | | | Is there a law that requires we use only one of |
| There appears to be a link between | | | | these methods? Thousands of speed readers |
| Working-Memory Capacity (WMC), a form | | | | successfully combine a), b), and c) methods. |
| ofintelligence test, and how often we stop to | | | | Imitative Learning |
| daydream about extraneous subjects. | | | | A recent study on imitative learning by Dr. |
| The better your memory, the less your mind | | | | Sekuler at Brandeis University appeared in the |
| wanders. It appears that studying,being interactive | | | | Journal of Vision March 20, 2007. It focuses on |
| in class or participating in corporate meetings | | | | non-verbal learning and suggests merely seeing |
| require attention and concentration. Folks with | | | | the new skill executed by another is enough to |
| higher WMC also ace producing innovative | | | | imprint it on your brain. |
| resultswhen working in a team setting. | | | | Examples of learning through imitation include tying |
| Attention And Concentration | | | | your shoes, feeding yourself,producing a knot for |
| Successful speed reading requires the use of a | | | | your tie, and holding a pen. Watching and imitating |
| Pacer in the form of a handheld laserpen, an | | | | what you saw your parent or sibling doing is a |
| ordinary pen, and finally using your computer | | | | major factor in learning new skills. How did you |
| cursor to underline and chunk (separate) groups | | | | get good at surfing the Internet? First you |
| of words in each sentence. | | | | discovered the moves, tested them through |
| The use of a pacer activates a human instinct; | | | | trial-and-error, and finally practiced until it was |
| using your peripheral vision. We call it the principle | | | | captured by your auto- pilot brain structure |
| of our eyes following a moving object, in this | | | | (hippocampus). |
| case the underlining byone of your three pacers. | | | | The Big Secret |
| The fancy scientific name for the secret of speed | | | | Attention and concentration is the secret of |
| reading is Vestibulo-Ocular-Reflex Also/Known/As | | | | imitative learning. We mentally break down each |
| Fresh Pursuit Tracking. It is the abilityof our mind | | | | new motor skill into specific chunks. A chunk is an |
| to focus and fix our attention and concentration | | | | isolated step in organizing a new skill. Integrating |
| on a single task. | | | | the steps produces the specific strategy to |
| Concentration inhibits daydreaming. The most | | | | access your new skill in the future. Is that how |
| powerful strategy to avoid mind-wandering and | | | | you learned to use a microwave? |
| focusing your concentration is being interactive | | | | Point-and-click on your computer is now automatic |
| with the materialyou are reading or listening to. | | | | and a habit. You had to learn it originally |
| Ask yourself these magical four questions while | | | | step-by-step until it entered your Dentate Gyrus |
| learning: Why? How? Which? and What-if? | | | | located in yourhippocampus for long-term |
| We tested three thousand graduates who used a | | | | memory. Today it operates on auto-pilot, right? |
| pacer while searching for the answers to these | | | | Reading |
| four questions while listening to lectures or | | | | The average college graduate learns to read in |
| studying. Their results in learning improved up to | | | | the 3rd grade and spends the rest ofhis/her life |
| 35%; mind wandering reduced up to 33%. They | | | | reinforcing the skill of mentally hearing just one |
| paid more attention and concentrated better using | | | | multi-syllable word at a time. Naturally, they |
| a pacer, and focusing on discovering the answers | | | | become experts at it and almost impervious to |
| to these four powerful questions. | | | | reading faster. |
| Are DayDreamers Dumb? | | | | Random spacing is reading wherever you eye falls |
| The average untrained college graduate reads at | | | | without a particular strategy; itlimits your reading |
| an average of 250 words per minute with a | | | | to snailing up to 250 words per minute. |
| comprehension of up to 70%. A lecturer delivers | | | | Specific-Guidance isused by speed readers who |
| his ideas to a class at an average of 150 words | | | | are trained to chunk (read groups) of words in |
| per minute. | | | | each sentence. It requires the use of your |
| Neuroscientists suggest the average college | | | | peripheral-vision and a pacer to guide your eyes |
| student comprehends language he reads and | | | | to chunk (group) multiple words in each sentence. |
| hears at up to 500 words per minute. There is an | | | | For Brilliant Stars |
| excess mental capacity of 50%. | | | | You may want to remember you have a |
| Seriously, the reason for a massive 33% of | | | | horizontal ability to read up to |
| daydreaming is because you are too smart. Your | | | | six-wordssimultaneously. Graduates triple their |
| mind wanders because it gets bored by not being | | | | original reading speed for life, and read |
| fully occupied. | | | | andremember three-books, articles and reports in |
| If you desire to use up to 100% of your mind | | | | the time others can hardly finish one. |
| during learning and studying and avoid | | | | We have a vertical (up-and-down) reading skill of |
| daydreaming, use your pacer to focus attention, | | | | 130 degrees, and a horizontal view of 180 |
| and ask yourself questions to trigger your | | | | degrees. A speed reading graduate reads up to |
| concentration. You will release your inner brilliance | | | | 1,000 words per minute witha comprehension of |
| and frighten your competition. | | | | up to 80%. Imagine tripling your reading skills and |
| Monkey See, Monkey Do | | | | doubling your memory. Would it put you in the |
| There are three major systems to permanently | | | | fast-lane at school and career? |
| acquire new skills.a) Observation and | | | | |