8-25-99

HOW DOES THE BRAIN
WORK LIKE THE INTERNET?

I apologize in advance
for this oversimplification.

I may be using or misusing
outdated computer
and internet jargon.

Your brain has some similarity
to the internet.

Your brain is much larger
in capacity than the brains
of 100,000 computers.

Think of the largest number
you have ever used.

That number is probably not close
to the number of gigabytes
of storage capacity in your brain.

"Hard drives?"
"Virtual memory?

Your hard drives
contain billions
of web sites
of different sizes.

Your brain stores and retains
all you hear and see in your files,
web sites,
and back up files.

New experiences
and all information inputs
create more links between brain sites.

Memory patterns trigger
auditory and visual searches
by thousands
of your "search engines".

These engines find and discard
the less usable information
within milliseconds.

Your search engines
select the most correct answers
to your queries
much faster than a DSL line.

The brain retrieves
sound and images
in pictures and scenarios.

This enables you
to talk and write
the information
to meet the needs
of your listener or reader.

What has this got to do
with Accelerated Thinking?

1.
555 divides books
"new download files"
into short 5 minute auditory inputs.

This is a "small file"
the memory can convert
to usable visual scenarios
without "locking up"
and losing most of the input.

Making simultaneous memory patterns
creates webs and links
needed for rapid memory.

These links are visual and auditory.

2.
The second 5 minute "tell-back"
is an auditory review
of the first 5 minutes.

While you are speaking and listening
the mind races through
a "sorting procedure"
or a "learning procedure."

The mind organizes the material
for speaking and writing.

It uses software
like an "outliner."

3.
The third 5 minute "fast-write"
condenses the original auditory input
into 10 to 20 short sentences
or 150 words.

Your hand "prints" them
on the paper
at 30 words per minute.

During the fast-write
"artificial intelligence"
analyzes the "look" and meaning
of the sentences.

It usually substitutes a different
and more appropriate ending
to most of the sentences
you started to write.

Your "grammar" and "spellchecker"
work simultaneously
to arrange the words
in understandable formats.
--------------


MORE ABOUT
THE MEMORY PATTERNS

The memory pattern
is a unique "map"
or indexing of the material.

Mapping enables you
to "save" then "retrieve"
and reassemble the input.

During reassembly
you draw conclusions
of your own.

The two word phrases
that you scribble
on the memory pattern
are connected with lines
to create a "cluster."

This cluster diagram
creates supplemental "links."

The links
guide your re-creation
of the thoughts
in your own personal order.
and reordering of the thoughts.

You demonstrate
your reassembly with "output":

-restatements
during the tellback.

-restatements
during the fast-write.
-------------


"SORTS AND RETRIEVING."

The mind performs
thousands of multiple assembly practices
within milliseconds.

Each resorting and comparison
with your preexisiting memories
results in minor variations.

This massive number of placements
and linkings of data
makes the retrieval process
possible and even relatively easy.

The cumulative total
of countless billions
of linkings is essential
to good decisionmaking.
---------------


PETERSON PHRASE LISTS

- An essential starting point
for learning new subjects.

- Efficient rapid input
of learning components.

Repetition of input
adds more meaning to the phrases.

-Common usage phrases
are more likely to be remembered.

-Multiple word inputs
get stored in multiple files
in your brain.

-Chorusing practices
quickly train your mouth
and voice muscles
to make the correct sounds.

-Chorusing practices
reduces time wasting regressions,
questions poor comprehension,
and overwriting.
---------------


QUESTIONS AND ANSWERS

Why do you want students
to write so much?

We learn most
when we are espousing our views.

Writing

An opportunity
to espouse a viewpoint
without a problem.

Let the ideas wash
and be kept or discarded.