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EVELYN WOOD SPEED READING PDF

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Speed reading will allow you to read more materials in the same time that you spend reading . Choose one that is not transparent, such as one made of wood. Richard began his involvement in speed reading more than 30 years ago as a consultant to and a personal friend of Evelyn Wood, the speed-reading pioneer. I had taken the Evelyn Woods course a long time ago and bought this book as a refresher. Unfortunately, instead of providing the information that I previously.


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REMEMBER EVERYTHING YOU READ! DOUBLE YOUR READING SPEED. IMPROVE YOUR COMPREHENSION AND RECALL. Evelyn Wood. Seven-Day. ronaldweinland.info - Ebook download as PDF File .pdf), Text File .txt) or read book online. Speedreading. Remember Everything You Read: The Evelyn Wood 7-Day Speed Reading & Learning Program Evelyn Wood Speed Reading and Learning Program. All the.

Jun 13, Grace rated it really liked it I have always considered myself to be a slow reader and have always wanted to improve my speed. I once had a professor who had taken the Evelyn Wood program and could read through his students' research papers at an amazing speed. Because I did not want to spend a lot of money taking the actual class, I decided to give this book a try. Although I cannot read with the speed that others have attained by taking the class, I have to admit that this book has allowed me to increase my speed somewhat. I have always considered myself to be a slow reader and have always wanted to improve my speed. This book describes how to prepare yourself for reading, make your environment conducive to reading, and use hand movements to aid in gaining speed, as well as other techniques.

Evelyn Wood Memory Dynamics How to retain, recall and remember more! Downloadable Audio. Evelyn Wood Pro Pack A five pro pack.

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Downloadable Video, Downloadable Audio, Workbook. Call Toll-Free: Continuous learning from pryor. Express Code. The brain associates divergently as well as linearly, carrying on thousands of different actions at the same time, searching, sorting and selecting, relating and making syntheses as it goes along, using left and right brain faculties.

Thus a person often finds that in conversation, his mind is not just behaving linearly, but racing on in different directions, exploring to create new ideas and evaluating the ramifications of what is being said. Although a single line of words is coming out, a continuing and enormously complex process is taking place in the mind throughout the conversation.

At the same time subtle changes in intonation, body position, facial expression, eye language, and so on, are integrated into the overall process. Similarly the listener or reader is not simply observing a long list of words; he is receiving each word in the context of the ideas and concepts that surround it, and interpreting it in his own unique way, making evaluations and criticisms based upon his prior knowledge, experience and beliefs.

You only have to consider a simple word and start recognising the associations that come into your mind, to see that this is true. Words that have the greatest associative power may be described as Key Words. These are concrete, specific words which encapsulate the meaning of the surrounding sentence or sentences. They generate strong images, and are therefore easier to remember.

The important ideas, the words that are most memorable and contain the essence of the sentence or paragraph are the key words. The rest of the words are associated descriptions, grammatical constructions and emphasis, and this contextual material is generally forgotten within a few seconds, though much of it will come to mind when the key word is reviewed.

Because of their greater meaningful content, key words tend to 'lock up' more information in memory and are the 'keys' to recalling the associated ideas. The images they generate are richer and have more associations. They are the words that are remembered, and when recalled, they 'unlock' the meaning again.

When a young child begins to speak, he starts with key words, especially concrete nouns, stringing them together directly - for example, 'Peter ball' or 'Anne tired'. It is not until later that sentences include grammatical construction, to give expressions such as 'Please would you throw me the ball' or 'I am feeling tired'. Since we do not remember complete sentences, it is a waste of time to write them down. The most effective note taking concentrates on the key words of the lecture or text.

In selecting the key words, a person is brought into active contact with the information.

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The time which would have been spent making long-winded notes can be spent thinking around the concepts. He is not simply copying down in a semi-conscious manner but is becoming aware of the meaning and significance of the ideas, and forming images and associations between them. This increases comprehension and memory. Because the mind is active, concentration is maintained, and review of the notes becomes quick and easy. The ability to pick out the most appropriate word as a 'key' word is vital if you want to remember the most important information from any text.

We mainly use the following parts of speech when we pick key words: Nouns: identify the name of a person, place or object. They are the most essential information in a text. Beethoven, the 'Emperor' Concerto, Vienna. Verbs: indicate actions, things that happen, e.

Adjectives: describe qualities of nouns people and things - how they appear or behave, e. Adverbs: indicate how a verb activity is applied, e. A key word or phrase is one which funnels into itself a range of ideas and images from the surrounding text, and which, when triggered, funnels back the same information.

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It will tend to be a strong noun or verb, on occasion accompanied by an additional key adjective or adverb. Nouns are the most useful as key words, but this does not mean you should exclude other words. Key words are simply the words that give you the most inclusive concept. They do not have to be actual words used in the text - you may have a better word that encapsulates and evokes the required associations, and a phrase may be necessary rather than just a word.

As an example, suggested key words have been indicated in bold type throughout the following text, starting on the next page. There may be words you do not understand, even when taking account of the context; in this case it is certainly necessary to look these up in a dictionary.

Psychological terminology like 'intrapersonal' may not be in your dictionary, but the prefix 'intra' means within, so the meaning can be derived. Though there is no way to place oneself within the infant's skin, it seems likely that, from the earliest days of life, all normal infants experience a range of feelings, a gamut of affects.

Observation of infants within and across cultures, and comparison of their facial expressions with those of other primates, confirm that there is a set of universal facial expressions, displayed by all normal children.

The most reasonable inference is that there are bodily and brain states associated with these expressions, with infants experiencing phenomenally a range of states of excitement and of pleasure or pain. To be sure, these states are initially uninterpreted: the infant has no way of labelling to himself how he is feeling or why he is feeling this way. But the range of bodily states experienced by the infant - the fact that he feels, that he may feel differently on different occasions, and that he can come to correlate feelings with specific experiences - serves to introduce the child to the realm of intrapersonal knowledge.

Moreover, these discriminations also constitute the necessary point of departure for the eventual discovery that he is a distinct entity with his own experiences and his unique identity. Even as the infant is coming to know his own bodily reactions, and to differentiate them one from another, he is also coming to form preliminary distinctions among other individuals and even among the moods displayed by 'familiar' others. By two months of age, and perhaps even at birth, the child is already able to discriminate among, and imitate the facial expressions of, other individuals.

This capacity suggests a degree of 'pre-tunedness' to the feelings and behaviour of other individuals that is extraordinary. The child soon distinguishes mother from father, parents from strangers, happy expressions from sad or angry ones. Indeed, by the age of ten months, the infant's ability to discriminate among different affective expressions already yields distinctive patterns of brain waves. In addition, the child comes to associate various feelings with particular individuals, experiences, and circumstances.

There are already the first signs of empathy. The young child will respond sympathetically when he hears the cry of another infant or sees someone in pain: even though the child may not yet appreciate just how the other is feeling, he seems to have a sense that something is not right in the world of the other person.

A link amongst familiarity, caring, and the wish to be helpful has already begun to form. Thanks to a clever experimental technique devised by Gordon Gallup for studies with primates, we have a way of ascertaining when the human infant first comes to view himself as a separate entity, an incipient person.

It is possible, unbeknownst to the child, to place a tiny marker - for example, a daub of rouge - upon his nose and then to study his reactions as he peers at himself in the mirror.

During the first year of life, the infant is amused by the rouge marking but apparently simply regards it as an interesting decoration on some other organism which he happens to be examining in the mirror.

But, during the second year of life, the child comes to react differently when he beholds the alien colouring. Children will touch their own noses and act silly or coy [embarrassed] when they encounter this unexpected redness on what they perceive to be their very own anatomy.

Awareness of physical separateness and identity are not, of course, the only components of beginning self-knowledge. The child also is starting to react to his own name, to refer to himself by name, to have definite programs and plans that he seeks to carry out, to feel efficacious when he is successful, to experience distress when he violates certain standards that others have set for him or that he has set for himself. All of these components of the initial sense of person make their initial appearance during the second year of life.

From 'Frames of Mind' by Howard Gardner Looking at the marked key words separated from the text, the sense of the passage can be re-constituted: infants feelings facial expressions universal specific experiences intrapersonal knowledge identity other individuals distinguishes ten months empathy helpful mirror amused second year embarrassed name plans standards Exercise Read the Introduction to 'Transforming the Mind' and write down the words that you consider to be key words.

Then from your notes, try to reconstruct the full information of the text. In retrospect, then see if you could have made a better choice of key words.

Then choose another text and repeat the exercise. When you practice picking out key words, you will probably find that you tend to take down too many words, 'just in case'. Try to reduce the number of key words, and concentrate instead on finding key words that hold many associations, and which remind you of the meaning of the text.

The more that notes consist of key words, the more useful they are and the better they are remembered. Ideally, notes should be based upon key words and accompanying key images, and incorporate summary diagrams and illustrative drawings. This concept is further expanded in the next article on 'Mind Maps'.

Mind Maps Meaning is an essential part of all thought processes, and it is meaning that gives order to experience. Indeed the process of perception is ultimately one of extracting meaning from the environment. If the mind is not attending, information will go 'in one ear and out the other'; the trace it leaves may well be too weak to be recalled in normal circumstances.

Reading speed pdf wood evelyn

If concentration is applied, i. Associative Networks Memory is not recorded like a tape recording, with each idea linked to the next in a continuous stream; instead, the information is recorded in large interconnecting associative networks.

Concepts and images are related in various ways to numerous other points in the mental network. The act of encoding an event, i. Sub-consciously, the mind will continue to work on the network, adding further connections which remain implicit until they are explicitly recognised, i.

Such associative networks explain the incredible versatility and flexibility of human information processing.

Evelyn Wood (teacher) - Wikipedia

Memory is not like a container that gradually fills up, it is more like a tree growing hooks onto which the memories are hung. So the capacity of memory keeps growing - the more you know, the more you can know. There is no practical limit to this expansion because of the phenomenal capacity of the neuronal system of the brain, which in most people is largely untapped, even after a lifetime of mental processing.

Mind Maps Because the brain naturally organises information in associative networks, it makes sense to record notes about information you want to remember in a similar way.

Using the method of Mind Maps, all the various factors that enhance recall have been brought together, in order to produce a much more effective system of note taking. A mind map works organically in the same way as the brain itself, so it is therefore an excellent interface between the brain and the spoken or written word. Paradoxically, one of the greatest advantages of Mind Maps is that they are seldom needed again.

The very act of constructing a map is so effective in fixing ideas in memory that very often a whole Mind Map can be recalled without going back to it at all.

Because it is so strongly visual, frequently it can be simply reconstructed in the 'mind's eye'. To make a Mind Map, one starts at the centre of a new sheet of paper, writing down the central theme very boldly, preferably in the form of a strong visual image, so that everything in the map is associated with it.

Then work outwards in all directions, adding branches for each new concept, and further small branches and twigs for associated ideas as they occur. In this way one produces a growing and organised structure composed of key words and key images see the previous article on 'Key Words'.

Visual Reading Techniques People who find it easy to follow instructions, create a visual movie of themselves doing the task. This enables them to 'see' if more information is required before they begin.

Immediate mental feedback creates a trial run which eliminates mistakes before they are made. Ineffectual reading typically leaves out visually constructed imagery from the thought-stream.

As a result the reader has a poor memory and poor contextual analysis skills. Without imagery to 'reality test one's comprehension, one may pass a totally anomalous word and fail to notice that it does not fit.

Once the reader has a richly detailed internal picture, which includes colour, sound and movement, he will no longer be able to read past words and concepts that obviously do not make sense, because these will seem strange in the picture or movie that he has made.

For example, a student reads: 'The child was made to do the maths problem in front of the class upon the skateboard. One of the characteristics of visual storage is speed, so increasing the pace at which material is covered, with the assistance of speed-reading exercises, usually increases the powers of visualisation.

Those students who can adapt to the visual mode of representation successfully are multi-sensory; however, there are some students who have difficulty. These are students who have failed to make the transition between an auditory mode of representation and a visual mode of representation. In normal development this transition occurs at about the age of ten. In the case of these students, retention can be so poor that one sentence later they are unable to remember what they have read.

These students will attempt to retrieve the rote sound of words; they will try to store an auditory sequence of the word without transferring the words into pictures in their minds. A student with this problem will frequently state, 'I don't remember what it said. By using this as an operational definition, you can determine which side of a student's brain is deficient when diagnosing his reading ability, and it can be used to formulate a prescriptive plan of how to improve his reading.

For example, when a student is able to code and pronounce words disproportionately to his comprehension, his left brain is working in excess of his right brain. The following technique addresses those students who fall in between the two extremes of the good visualiser and the student who has no visual capacity at all.

The first step is to check that you have the ability to picture in your mind's eye. Look at your desk and pretend that this desk is really your bedroom, and that you are on the ceiling, looking down at the four walls and everything contained inside.

Mentally point to the wall where the bed is, the walls with windows, the door, the shelves, and so on. Do this exercise again with the layout of the whole house.

This exercise will validate that you can make mental pictures of concrete objects, a right-brain skill. Read a phrase or sentence out loud. The sentence is the easiest grammatical unit to use for this particular method. A sentence should be chosen that uses nouns that are concrete and action verbs, rather than abstract nouns and the verb 'to be', as these will prevent the use of right-brain picturing abilities. As soon as you have stopped reading the sentence, close your eyes and picture in your mind what the sentence described.

Notice the colour, size, shape, foreground, and distance of the picture in your mind. This will give you a further idea of your basic capacity to visualise. Used as a repetitive exercise, this will improve your visualisation. Once you can form a reasonably good mental picture from a sentence you have just read, the next goal is to find how many pictures you can hold on to.

Read out between 3 and 9 visualisable sentences. If you go beyond your capacity, you will lose the first and second picture. This will tell you your capacity for a sequence of separate pictures.

Practice will improve this ability. People who find it easy to create pictures and take in large amounts of information have the facility to take information spread out over several pictures and sequence this information into a movie. Those who have done little visualisation in the past, tend to make pictures which are sparse in detail and poor in quality.

They may leave out submodalities, the major components of our senses. If you use your auditory imagery to give all the 'he said When you read a book and use all the forms of imagery, you will experience the story as a three-dimensional movie in stereophonic sound, with imagery of emotion and movement, touch, taste and even temperature.

You will be totally at one with the book and your subsequent recall will be nearly perfect. You will hardly be aware of reading the words, unless there is a gross printing error. It may be difficult to construct concrete images when reading abstract material such as philosophy. A student who has both high right-brain and left-brain capacity will tend to form abstract patterns, rather like modern art, to hang the words and pictures upon. Modern physics has little that can be visualised as concrete imagery, however, when a psychologist asked Einstein about his thinking processes, Einstein replied, 'I think in a combination of abstract visual patterns and muscular sensations; it is only later, when I wish to speak or write to another person, that I translate these thoughts into words.

Defeating the Decay of Memories The decay of memory capacity is such that an hour after trying to memorise, approximately fifty percent of the facts may have been forgotten.

A day later nearly everything related to the memory exercise may have evaporated. A graph drawn to show the way in which people forget would show a sudden, dramatic downward curve starting about five minutes after the attempted memorisation. This assumes that full attention was given to the spoken or written materials, with understanding; obviously if little attention was paid or the material was not understood, there would be little to be remembered!

Suppose instead one could turn this curve around and increase the amount of remembered facts with the passage of time. Studies have been carried out by Dr Matthew Erdelyi of New York University which showed that volunteers trying out his ideas, found themselves remembering twice as much information the day after the learning had taken place than five minutes after.

From these studies practical techniques have been evolved which enable anyone to reverse the usual forgetting curve and remember things better as time goes by. The method is as follows. Suppose you have to attend a lecture or meeting where it is not possible to take notes or make a recording, yet it is vital to recall the salient points which were discussed.

To ensure effective recall you must set up a programme in your mind which will act as a store for information. Therefore, as the session proceeds make a mental note of key points which are raised by repeating these subject headings to yourself in numerical order. Repeat this list from the beginning as each new heading is added. In this way you can keep a running total of all the successive points that have been raised. This is possible because your inner thought-stream is much faster than the vocalised speech that you are listening to, so you can fill in the gaps with your review programming.

It also helps to accompany each heading with a visual representation of the subject matter, particularly if that image is striking or humorous, i. Five or ten minutes after the session ends, find a quiet place where you can sit down and relax, then go through these key topics in your mind.

Do not worry if in this short space of time quite a lot of the material seems to have been forgotten. Spend a couple of minutes on this exercise and never strain yourself to recall elusive items. Just make an educated guess about anything you cannot recall at that time. Repeat each of the topics to yourself just once and make a written note if you can. This helps the initial neurological consolidation of the memories from short term to permanent long term recordings.

About an hour later, have a second recall session, exactly as before, going through all the topics without undue strain, repeating them to yourself. New aspects and data will reappear by association. The third session should take place about three hours later, the next after six hours, preferably before going to sleep. This makes maximum use of the consolidation occurring during the dreaming process.

Repeat the recall procedures three or four times on each of the second and third days, spacing the sessions out evenly through the day. Matthew Erdelyi found that his subjects recalled information most easily if they were able to call up mental images associated with a particular topic.

It seems that the mind handles images, especially vivid and unusual ones, far more effectively than it deals with words, numbers, or abstract concepts. You can make use of this fact by briefly forming a picture of each major topic when it is initially described and later as you review the topic; this will enhance retention and recall. If you get stuck at any point make use of the picture association to jog your memory.

Remain relaxed and think of the first thing that the previous item you were able to remember reminds you of. This should produce an association of some kind that can be used as a trigger, leading on to the next link in the chain. After perhaps up to ten such links have been pulled out of your mind, one of the missing topics will reappear, like a rabbit out of the conjurer's hat. Try this review system as an exercise at the earliest opportunity in a real-life situation.

Compare the gain in remembered facts with what you were normally able to hold in your mind over a period of three or more days. Your memory and your ability to learn are much, much greater than you may have supposed. The effect of such a review programme is to reduce greatly the rate of forgetting. The same technique can be applied whenever you study materials that you intend to remember. It may be thought that with continued study of a subject, the reviews would accumulate and take over most of your study time.

Actually, this is not the case. Supposing a person studied every day for one hour a day, and in addition set up a review programme for this study.

On any one day he would need to review the work from the study session just finished immediately after, a few hours after and before going to bed , and also material from one day, one week, one month and six months before.

Review of work done: Same day 1 week before 1 month before 6 months before Maximum review time on any one day: Time taken: 5 minutes 3 minutes 1 minute 1 minute 10 minutes Thus a person spending one hour a day on study would need to spend only a maximum total of 10 minutes a day to complete all the necessary reviewing, and improve his memory many times over.

Thus a few minutes devoted to review makes the hours spent studying effective and worthwhile. When you have acquired the discipline of organised review of previously studied materials, and received the benefits, the procedure will become automatic and easy.

The conversation started when I questioned why he added it as required rather than optional. After chatting with him for about 15 minutes, and learning more about the book, I was convinced to pick it up and read it, even if all I got from it was the ability to read at twice my current speed. I consider myself a slow reader and have always wished I could read faster - the book promises tripling or quadrupling your reading speed; however, in all honesty, I figured it I merely increased my reading speed or perhaps even just doubled it, I'd be well ahead of where I currently stood and be able to read more in less time Yes, I'm afflicted with the sickness of downloading way more books than I can read in a single year - my "to read" pile far exceeds my ability to keep up I not only learned a few techniques to help me read faster I'm not yet double my previous reading speed, but I'm working on it, and with practice, can get there , but this is a book I wished I had when I was in university.

There are techniques for previewing chapters of textbooks and note-taking techniques that I'm sure I would have really benefited from.

The book also includes tips and techniques for preparing for and taking tests and exams that would have been useful to me back in my university days. I'm pretty sure that the students in his class who actually invest just a couple of hours into this book and practicing some techniques are actually going to do better not just in his class, but in all their classes. So, I'm practicing the new techniques I learned about on the current books I'm reading.

Evelyn Wood reading dynamics

If you want to try and become a speed reader, don't think you're going to be Dr. Spencer Reid from Criminal Minds by the end of the book. There is a lot to learn and it D It took me some time to finish this book because the author has you practicing the new reading techniques as you go - and they aren't easy.

There is a lot to learn and it DOES take practice.