Memory Training Manual

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MEMORY TRAININGMANUAL

This e-Book is brought to you by www.MEMORIAD.com

MEMORIAD

WORLDMENTAL CALCULATION, MEMORY & PHOTOGRAPHIC READING

OLYMPIAD

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MEMORY TRAININGMANUAL

Melik DuyarChairman, World Memory Olympiads

Copyright Melik Duyar & www.Memoriad.com, 2000

ISBN 978-975-8181-16-2

The right of Melik Duyar to be identified as the author of this work has been asserted in

accordance with sections 77 and 78 of the Copyright Designs and Patents Act 1988.

MEMORIADBOOKS

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www.MRMEMORY.com

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DISCLAIMER AND TERMS OF USE AGREEMENT

The author and publisher have used their best efforts in preparing this e-book. Theauthor and publisher make no representation or warranties with respect to theaccuracy, applicability, fitness, or completeness of the contents of this report. Theinformation contained in this e-book is strictly for educational purposes. Therefore, ifyou wish to apply ideas contained in this e-book, you are taking full responsibility foryour actions.

EVERY EFFORT HAS BEEN MADE TO ACCURATELY REPRESENT THIS

PRODUCT AND IT'S POTENTIAL. HOWEVER, THERE IS NO GUARANTEE THATYOU WILL IMPROVE IN ANY WAY USING THE TECHNIQUES AND IDEAS INTHESE MATERIALS. EXAMPLES IN THESE MATERIALS ARE NOT TO BEINTERPRETED AS A PROMISE OR GUARANTEE OF ANYTHING. SELF-HELPAND IMPROVEMENT POTENTIAL IS ENTIRELY DEPENDENT ON THE PERSONUSING OUR PRODUCT, IDEAS AND TECHNIQUES.

YOUR LEVEL OF IMPROVEMENT IN ATTAINING THE RESULTS CLAIMED INOUR MATERIALS DEPENDS ON THE TIME YOU DEVOTE TO THE PROGRAM,IDEAS AND TECHNIQUES MENTIONED, KNOWLEDGE AND VARIOUS SKILLS.SINCE THESE FACTORS DIFFER ACCORDING TO INDIVIDUALS, WE CANNOT

GUARANTEE YOUR SUCCESS OR IMPROVEMENT LEVEL. NOR ARE WERESPONSIBLE FOR ANY OF YOUR ACTIONS.

MANY FACTORS WILL BE IMPORTANT IN DETERMINING YOUR ACTUALRESULTS AND NO GUARANTEES ARE MADE THAT YOU WILL ACHIEVERESULTS SIMILAR TO OURS OR ANYBODY ELSE'S, IN FACT NO GUARANTEESARE MADE THAT YOU WILL ACHIEVE ANY RESULTS FROM OUR IDEAS ANDTECHNIQUES IN OUR MATERIAL.

The author and publisher disclaim any warranties (express or implied),merchantability, or fitness for any particular purpose. The author and publisher shallin no event be held liable to any party for any direct, indirect, punitive, special,incidental or other consequential damages arising directly or indirectly from any useof this material, which is provided as is, and without warranties.

As always, the advice of a competent professional should be sought.

The author and publisher do not warrant the performance, effectiveness orapplicability of any sites listed or linked to in this report.

All links are for information purposes only and are not warranted for content,

accuracy or any other implied or explicit purpose.

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TABLE OF CONTENTS

CHAPTER 1 (Page 8 )

THE HIDDEN SECRETS OF YOUR BRAIN POWER

CHAPTER 2 (Page 12 )

WHY DO WE FORGET?

CHAPTER 3 ( Page 15 )

IS IT POSSIBLE TO HAVEA PHOTOGRAPHIC MEMORY?


THE SECRETS OF AWAKINGTHE SLEEPING GIANT IN YOUR BRAIN


THREE FUNDAMENTAL RULES FORPERMANENT LEARNING OF FOREIGN WORDS


MATHEMATICAL CREATIVE THINKINGAND CREATIVE PROBLEM SOLVING


WHAT SHOULD BE DONE IN ORDER TO KEEPTHE MENTAL POTENTIAL AT MAXIMUM LEVEL?

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INTRODUCTION

A good memory is truly important for anyone to possess. Your memory of faces, names,facts, information, dates, events, circumstances and other things concerning your everydaylife is the measure of your ability to prevail in todays fast-paced, information-dependentsociety. With a good memory, you dont have to fear forgetting/misplacing important stuffsand you can overcome mental barriers that hinder you from achieving success in your

career, love life, and personal life.

Your memory is composed of complicated neural connections in your brain which arebelieved to be capable of holding millions of data. The ability of your mind to retain pastexperiences in a highly organized manner gives you the potential to learn and createdifferent ideas. Your experiences are the stepping stones to greater accomplishments and atthe same time your guides and protectors from danger. If your memory serves you well inthis respect, you are saved the agony of repeating the mistakes of the past. By rememberingcrucial lessons and circumstances, you avoid the mistakes and failures made by otherpeople.

Unless you have an illness or handicap, a poor memory is often attributed to lack ofattention or concentration, insufficient listening skills, and other inherent bad habits;however, it can be honed and developed using the right methods.

Many people believe that their memory gets worse as they get older. This is true only forthose who do not use their memory properly. Memory is like a muscle - the more it isused, the better it gets. The more it is neglected, the worse it gets. This is the reason whyolder people have more trouble remembering than younger ones. However, peopleincreasing in age can overcome this dilemma and can even further improve their memory bycontinuing their education, by refining their minds, by keeping themselves open to newexperiences, and by keeping their imagination working. An important thing to realize is thatdifferent people have various ways of learning. The way in which people learn is often a

factor determining the subjects they choose to study, instructors they relate to, and careersthey select.

Memorization or retention of data operates by loading images, sounds, taste, smell, andsensation (touch) in a very organized and meaningful combination in our brain. This e-bookwill teach you how to do it. This is your Memory Training Manual.

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CHAPTER - 1

THE HIDDEN SECRETS OF YOUR BRAIN POWER

In my live memory feats on TV shows or at the university conferences, I memorize hundreds

of numbers in a very short period of time. Students or guests themselves align the numbersand there is no trick or a special sequence with the numbers. They are just random. Seeingthe perfect recall result live make them surprised even shocked. After each show I receivehundreds of e-mails and letters raising a common question. This general question is;

"Mr. Duyar, I have seen your memory shows on TV channels and I was amazed. But, isnt itharmful or very tiring for your brain?

It seems they think this achivement requires very high concentration and using full capacityof my brain. Before talking about this subject, lets look at the information about our real braincapacity usage first.

If you search some of the related literature, you come up with such estimations of the brainusage given below;

Years Estimations of the Brain Usage (%)

1940s Only 50 % of the brain is being used




The interesting thing is that the estimations are ever falling in the recent years. So why arethese estimations are falling? This suggests us various questions;

"Were the people using 50% of their brains in the 1940s, and the people of 2000s use only1% ?

Are we really in a decline period as far as brain capacity usage is concerned?The answer isdefinitely "No".

The reason of the decline in the estimations is that with the scientific findings wegradually learned that the capacity of the brain is much more than what we think ofand we use much more less of it.

Realizing that we even dont use 1 % of our brain;

1-)Stimulates us for more usage of our brain,

2-) Especially provides me with an easy answer for the questions in the e-mails, that I havementioned above.

In summary, regarding the information given above, normally, a person who has an untrainedmemory uses less than 1 % of his/her brain. I can say, by training my memory, I use my

brain a little more efficiently. If you want an estimation ratio from me, I would say that I amusing my brain two or three times more than a person who has an untrained memory.

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If you make a calculation according to this comment; while a person with an untrainedmemory uses 1 % of his brain, I may be using only 3 % of my brain. This is still a very littleratio.

Now, its time for me to ask you a question. Would you ask such a question to a person whoonly uses 3 % of his brain capacity, and still there is 97 % unused part set aside:

"Mr. Duyar, I have seen your memory show on TV and I was amazed. But, isnt itharmful or very tiring for your brain?

However, those who ask this question have another kind of comparison or thinking style.Even I justify that. So, what is that thing making them ask this question?

Before directly going into the reason that make them ask this question, I will try to explain thisphenomenon on a real example.

Now I give you very long number which consists of only 0s and 1s and makes 20 lineseach of which have 30 digits, and ask you to memorize this long number. Or I simply ask youto answer this question:

How much time do you need to memorize the number given below and recall it correctly?

This is the number given to be memorized;

110101011001011011111001010110 100001001001011010110011111001

001010010111100011101001111010 011100101011111110110001001100

101010110010110111110010101100 001010010001111010110100000001

010101001101010011000100101011 001101011101101100111111110000

111100101001100111011110001001 000101010100011110100001001101

011110111010010100110110101010 101101100111000011101001111000

100011110101001110000101100111 011111001000010000100001110001

011001111101100010110110111010 010101000110001100111000011001

001011101111010100001011010111 110010010110100011001111000010

010100011010100101111011001100 100101011001001001000111001100

P.S. You can test yourself online with such a random number at World Memory, MentalCalculation & Photographic Reading Olympiads website Memory Olympiad -MEMORIAD www.memoriad.com.

Now I ask again; How much time do you need to memorize the number given belowand recall it correctly?

If I were in your shoes (I mean if I was a person with untrained memory), I would graduallythink step by step like this way:

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1-)I would think that, this is something impossible and even dont try to do such a thing.

2-)I would think that if I highly concentrate to memorize such a number in my mind, maybe Iwould need at least one or two days.

3-) I would think that, achieving success in doing this would make my brain so exhausted.Moreover, I would think that my brain will need a long rest after that, and I wouldnt tire itmore with anything else for a while.

I am sure you think like just like that now.

Ok, now, here is another question. What would you think if somebody like me comes andlooks at the number given above for about 5 to 10 minutes, and after turning his back to thenumber, correctly recalls it?

If I were you, I would think;"I would need at least one or two days to memorize this number.

Moreover I would have to exhaust my brain in that time. If this man accomplishes such ahard work in 5 minutes, he would have to make his brain work more intensively and exhausthis brain much more than a man who accomplishes it in two days.

Having such a way of thinking, of course I would also ask wouldnt the brain getexhausted if it works like that?

I would like to make an anology between the example given above and the one Ill explainnow: Just for a moment, think of a village in a time when the tractor hadnt been invented yet. Everyone ploughs his farm by manpower and plow. Therefore, for each villager, ploughingfields takes days or sometimes even weeks.

Think that, in a night, you bring the tractor that they even dont know anything about it, andyou plough their field using it, and then you take the tractor away before they see it.

In the next morning, if you tell them that you, just yourself alone, had ploughed their farm lastnight, what would they think about you? The villagers who dont know anything about amachine or technology like a tractor, would think that you got so exhausted to complete suchan impossible work or they would think that you have extraordinary powers.

Maybe they would claim that you havent done this alone, but you made it by the help ofother people whom you brought with you at night. Surely they wouldnt think that you havemade it with another technique, using a tractor, because they dont know the existence ofsuch a machine.

Now I return to the subject of memorizing the number with 0s and 1s. Maybe there areeasy and fast learning methods that you dont know, in order to memorize this number in ashort period of time. Maybe it is possible to use the brain more efficiently and effectively.

In fact, it is not right to say maybe, it is for sure; because it is absolutely possible to learnhow to use your brain efficiently and effectively.

There are some methods for accelerated, easy and permenant learning. The aim of thisbook is to show and teach you how possible this is.

In summary, we have raised two main points in this section;

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1-)If a person with untrained memory uses 1 % of his brain, a person with trained memoryuses at least 3 times of that value, which is 3 %. There is still 97 % part of the brain waiting tobe discovered.

2-) In conventional or ordinary study methods, brain needlessly becomes too exhausted.Whereas, as memory training makes fast, easy and permanent learning possible, it makesthe brain much more less exhausted.

Before going into the details of fast, easy and permanent learning methods, we have to havea look at why the brain forgets, and the type of information that is being forgotten. If we knowthat, we can easily understand what we have to do for a powerful memory and brain.

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So what causes your brains recording sytem to become ON or OFF? Can we intentionallyopen or close this recording system? Can we make our brain record the information wedesire to be recorded?

The answers to these questions is absolutely a big YES. Yes, we can intentionally makeour brains recording system is on to make it record the information we desire. In order toemploy this we have to have a brief look at the operation of some parts of our brain.

Just think that I am holding a coddled egg in my hand. From the side view, my hand and theegg in it represent the brain. In fact there are three different nested computers in the brain.These parts are respectively;

1-) Primitive Brain:Egg yolk, which is at the innermost, represents this part of the brain.There is primitive brain in all animals too. Moreover brains of some animals mainly consist ofthis part. This part of the brain manages the responses of animals against incidents. In amoment of danger, primitive brain tells them fight or run away.

The situation is the same for us if we encounter a danger in a wild place. The part of thebrain managing our response in such a situation will be the primitive brain. Think that whatyou will do if you are just about to fight against a person. I think you may first look at the sizeof the man you will fight. If you think you are capable of him, then you may consider fighting.Otherwise, if the man is amply dimensioned, probably you run away. The part of the brainthat manages of these movements is the primitive brain.

2-) Midbrain:Egg white represents this part of the brain in my hand. In this part, there is avery important section for the power of memory. This section is primarily the center of allemotions. Moreover in this part, there is hippocampus which is regarded as the center ofmemory, and it is the section that decides whether information will pass to permanentmemory or not.

Hippocampus decides whether the recorder of the brain will work or not. If hippocampusenables the recorder of the brain, the incidents seen or knowledge gained at that moment isrecorded at the outmost part of the brain, which is cortex.

So what affects the decision of hippocampus in order to enable or disable the recorder of thebrain. The answer of this question is the center of emotions which is found in the midbrain.

If there center of emotions activates, hippocampus think like that: I must immediately enablethe recorder and record everything. If the emotions are not affected, there is no need forhippocampus to enable the recorder of the brain.

Now lets go back to the two questions Iive asked you at the beginning and have a look atwhy hippocampus recorded or not recorded those cases. Here are the questions;

1-) Do you remember what you ate at lunch just 60 days ago?

2-) Is there any dangerous moment or an accident in your life or an incident which made youvery happy or excited? Can you remember such events?

The incident related with the first question is a routine one. If that day was not a special dateor the meal you ate was not a different one which you try for the first time, your emotions arenot affected in any way. Because that meal has no difference than the meal you eateveryday. Emotions were inactive. Therefore hippocampus has ignored that incident anddidnt enable the recorder of the brain.

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Now lets look at the second question. The incident here certainly has the features in order toexcite the center of emotions. Surely hippocampus was aware of that and it immediatelyenabled the recorder of the brain.

In the below, framed text, a real incident about the importance of hippocampus for humanmemory is told. Please do not proceed to the rest of the article before reading this text.

LOST FUTURE

Clieve Wearing, who was one of the music authorities of BBC,contracted the Herpes Simplex virus at the height of his career.Whereas most of the people contracted this type of virus come aroundwith just a few herpes on their lips, the virus that contracted Wearingattackted the brain and carried the infection here, and the brain wasdamaged.

This case, which is called Encephalitis, caused very importanttransformations in Wearings brain. Wearing could only remember theevents of the last one or two minutes, and chronically felt himself likea person who just woke up from a long and deep sleep. When his wifegets out of the room and comes back in two or three minutes,Wearing treated her as if he hadnt seen her for a long time.

Wearing says: "I feel like a living dead and he remembers all hispast before the illness and his musical abilities remains, he can readmusical notes and play his instruments.

Experts state that, because of the illness, Wearings hippocampus

was completely damaged and therefore it couldnt record anynew information to the memory. Whereas experts state that, otherinformation and abilities are stored in different places of the brain, sothat they are not affected from illness.

I think you have realized how important the center of emotions and the hippocampus in themidbrain is for the power of memory. So, did our power of memory increase because ofrealizing this? For the moment, no. But, after reading this book, you will see how you caneffect the hippocampus and record information in the permanent memory by training.

However, in order to use the hippocampus in an effective way, we need some important

knowledge about working principles of cortex.

3-) Cortex:This part is the part of the brain which covers the outmost of it like a mushroom.Here is the place where information is recorded as a result of the decision given by thehippocampus. Cortex is the part of the brain used during thinking, speaking, seeing, hearingand creating new things. Knowledge capacity of the brain is completely on cortex.

Also having a photographic memory in the brain is directly related with the cortex andoperation of the cortex in a different manner. We will deal with operating the cortex in adifferent manner and having a photographic memory in the third section of this book.

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CHAPTER - 3

IS IT POSSIBLE TO HAVEA PHOTOGRAPHIC MEMORY?

In order to have a Photografic Memory, Cortex, the outmost part of the brain, should beused in a different manner. How come will this be possible? You will find the answer of thisquestion in this chapter that you are just reading. Especially, an interesting incident about thecortex which was discovered accidentally and created a revolution in education in 1980s hasbecome a landmark.

I think you now know which part of the brain is cortex. The part which is like the inside of awalnut and which is composed of two divisions like a walnut when you look at the brain fromtop view.

If you examine our body, you see that there are many dual things. We have two hands, two

eyes, two ears, two feet and two kidneys.

The interesting thing about these is, we can go without one of these two. For example thereare many people who live with only one kidney. This is possible because both of the kidneysdo the same work. It is similar to a double engined airplane flying with only one engine,because one of the engines is broken. Beyond any doubt, there will be more load on thesingle engine; but if this engine is defect free, then there is no problem.

By the way, let me remind that; each part of the cortex is called a hemisphere. When youlook at the brain from top view, the left half of it is called the left hemisphere, and the righthalf is called the right hemisphere. Moreover, between these two hemispheres, connectingone with another, there are intensive nerve fibers which are called corpus callosum. Until

1980s there was another thing that doctors knew about the hemispheres of the brain. Brainhemispheres had a transverse managing system over the body. The left brainhemisphere controlled the right hand and the right foot, whereas right hemisphere controlledleft hand and the left foot.

They knew this because of the patients who were injured on their brain in the accidents. Theones who had injury on the left side of their brain were paralyzed on their right side, and theones who had injury on the right side of their brain were paralyzed on their left side.

Also until the 1980s there were no patient one of whose brain hemispheres was separatedfrom the other or taken away like a kidney. The first incident like that was compulsorilyapplied to a soldier named W. J. and then, by chance, an incident had emerged which will

revolutionize speed learning and brain training.

Please do not proceed to the rest of the article before reading the below interesting story ofW. J.

THE FIRST SPLIT BRAINED MAN IN THE WORLD

W. J. was a soldier in the World War II and he was among thesoldiers who were parachuted behind enemy lines. Most of his friendsdied during the clash after parachuting and he was captured byenemy. Also his head was injured during the clash and that injury had

affected one of his brain hemispheres. As a result, other part of hisbody was paralyzed.

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Doctors continued to try healing W. J. even after the war, but none ofthe therapies worked out. On the contrary, the illness started to bespread over the other side of his body.

This result was rather surprising to the doctors. It was natural that hebecame paralyzed at the reverse side of the injured brain hemisphere.But, since there were no injury on the other side of the brain, the injuryshouldnt have to be spread over all of the body.

This may be a result of the impact of the injured brain hemisphere onthe uninjured one. If this was the case, the two hemispheres neededto be separated from each other as a last resort.

Afterwards W. J. became the first patient whose left and right brainhemispheres were separated by an operation.

According to the plan, the bond between the left and right brainhemispheres was to be terminated by cutting the intensive nervefibers called corpus collasum. Therefore the injury on onehemisphere wouldnt effect the other hemisphere. As a result theparalysis at one side of the body wouldnt spread over the other sideand W. J. will continue to have a partially normal life.

Operation was successful and other operations followed. From nowon there was no bond between the two hemispheres of W. J.s brain.But some unexpected changes started to occur in W. J.s life.

For example, in one of the experiments made, W. J. was told to look

at the center of a monitor attentively. At that moment, a chickenpicture and a snowman picture were shown at the same time on themonitor, which were at the left hand side and right hand side of themonitor respectively. Scientists knew that pictures shown wereperceived transversely in the brain. In other words, the chicken whichwas on the left hand side of the monitor was perceived by the righthemisphere, and the snowman which was on the right hand side ofthe monitor was perceived by the left hemisphere.

When W. J. was asked to tell what he saw, he said snowman. But,when he was asked to show the picture of what he saw with his lefthand, he showed the picture of chicken.

The tests continued and the realities started to emerge. Center ofspeaking was on the left hemisphere of the brain. When W. J. wasasked to say what he saw, the left hemisphere was answering andthe answer was a snowman. When he was asked to show what hesaw, that was a different case. The left hand was controlled by thetransverse side, which means the right side hemisphere. And the righthemisphere saw a chicken. Eventually the left hand was controlledby the right hemisphere and right hemisphere was answering. Thusthe answer was what right lobe saw, a chicken.

W. J. then became a split brained person. Since each side of the braincouldnt communicate with each other, they were working separately.Independently working brain hemispheres certainly made unexpected

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your knee, and then hold it by your right hand. For a moment assumethat I have tied your right foot and right hand in that position.

I hear you say whats going on? Calm down, my aim is just toprevent you from using one of your hands and feet (one side of yourbody). In other words, while walking, if you dont use half of your bodywhich you normally use, I wonder how much efficiency you will lose.

All right, now I ask again: When your right hand and right foot aretied together and you can only use your left foot and left hand,how long would it take to walk 5 kilometers?

How many hours? 2 hours? Or 5 hours? I cant hear you. Maybe 10,maybe 20 hours. What do you think? Maybe you cant even succeed.Lets agree that it may take 10 hours.

Ok now I remind you another answer of you and ask again; If a

person who uses half of his brain loses 50 % efficiency, then whydoes the efficiency of a person who uses half of his body forwalking is lost much more than 50 %?

Now, here is the point I wanted to draw your attention to;

Using only one of the hemispheres of brain will reduce your efficiency much morethan 50 %.

Certainly, converse statement is also true. A person using only half of his brain willincrease his brain capacity usage much more than two times, if he starts to use thetwo hemispheres of it.

Therefore, we should first learn how to use each of the lobes of brain together and in abalanced way. This is essential for speed learning and memory training.

Before we go into the details of learning how to use the two hemispheres of our brain in abalanced way, lets see if there is a natural born person who uses both of his brainhemispheres balancedly and has a perfect, or in other words photographicmemory. Theanswer to this question is YES.

That man with the Photographic Memory would remember all the things he read, saw andheard. And this became the subject of a scientific research that lasted many years. In the

end, the most prominent feature of the brain of this person was suggested as the usage ofthe functions of two brain hemispheres together and balancedly. The findings of thisresearch have formed another branch of the fundamentals of speed learning and memorytraining.

Before proceeding to improve your brain capacity using methods, we should realize thatthere is a huge capacity in our brain that we dont use. Without supporting this endlesspotential on scientific basis, unfortunately, it is not easy to believe in this reality.

Please do not get impatient by asking why we didnt proceed to the methods immediately.We should accept what we learned step by step. I am sure that you have different thoughtsabout your brain capacity, compared to the beginning of this book.

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I think thats enough for this chapter. Lets now go to our next chapter on: The Capacity ofYour Brain! The Secrets of Awaking the Sleeping Giant in Your Brain

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CHAPTER - 4

THE CAPACITY OF YOUR BRAIN!THE SECRETS OF AWAKING

THE SLEEPING GIANT IN YOUR BRAINAs you understand from the headline of this chapter, here we will talk about the examples onsome basic memory techniques. For complete understanding of these examples, I want totalk about another keystone of the methods of memory training and speed learning.

In order to discover the capacity of our brain, it would be a good beginning point to ask ifthere was any natural born person with a perfect memory?

If we learn all of the operating methods of such a person, we can also re-organize ourthinking and learning methods in order to achieve his/her natural born mental abilities.

I think, besides hard working, luck and coincidences also have great contributions to thedevelopment of the World. The significance of Sherashevsky, who coincidently provided usmany important hints about our brain capacity, is understood better after the discoveriesmade related with the usage of both hemispheres of our brain. Such that, the studies andresearches made about the memory of Sherashevsky years ago, have entered among theexperiments of memory classics after 1980s.

Lets have a look at the story of Sherashevsky about the brain capacity, who is known asMr. S in the literature.

Mr. "PERFECT MEMORY"

Sherashevsky starts to learn playing violin at a tender age. But hissense of hearing gets weaker due to a problem that occures in hisears. Thereon he had to quit music. He starts working after secondaryschool due to familial reasons. And he starts to work as a reporter in anewspaper.

One morning the editor of the newspaper assigned a lot of tasks toeach reporter and gave them a lot of addresses to go. But he realizedthat, as all the reporters were noting down the tasks given to them,Mr. S was just listening. The editor was annoyed with this behaviour.And at the end of the meeting, he wanted Mr. S to tell all of his tasks

with the aim of making him embrassed. S responded to this questionwithout a single error. Editor was surprised. The thing that furthersurprised the editor was that, Mr. S recited the list of the tasks of all ofthe other reporters without an error.

Editor stated that this was not normal, and suggested Mr. S to consulta psychology lab. That also surprised Mr. S too. Because he was notaware that he had a perfect memory with respect to the memories ofother people. Until that day, he had thought that the memories ofother people were just like his memory.

And that incident, conduced the meeting between Sherashevsky and

Aleksandr Romanovich Luria, the psychologist, in 1920s. Luria wasgreatly impressed with the perfect power of memory that Mr. S had.

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Luria used their meeting as a chance of research and for 30 years, hetested the memory of Sherashevsky.

Aleksandr Luria describes the limits of Bay S memory in that way;

"I have read a list to Mr. S, which was composed of firstly words,then numbers, and then letters and I have shown him the listwhile reading. He attentively listened all the things I said andlooked at the written froms of them. Later on he completelyrecited the list to me.

I increased the number of elements in the list by 30, 50, 70 andso on. But the length of the list was no matter for Mr. S. Most ofthe time he closed his eyes or looked at a constant point as helistened the words. After I read the list, everytime he thought fora while before reciting the list and checked if he could rememberall the things, and then he quickly recited the list. The interesting

point here was, Mr. S could recite the list to me, from back tofront without having any difficulty.

I was astonished with the study I made with Mr. S. Regarding thedifficulty, it was incidental for Mr. S whether the list was so longor not. I must admit that the memory capacity of Mr. S has nolimit . Without any difficulty, he could remember any list that I hadgiven to him a week, a month, a year or even a few years ago.

When I started to itemize a list that I had given him a few yearsago, he said you have already given that list two years ago,and he started to recite it. Furthermore, he could even remember

what clothes I was wearing as he had recited that list two yearsago.

As his researches went on, Aleksandr Luria tried to determine whatwas going on inside the brain of Mr. S. According to Mr. S, words,sounds and expressions are transformed to figures, sounds andemotions in his mind. For example, Mr. S makes such an explanationabout how he remembered the words;

"I not only remember a word just from the figure it inspires in my mind,but also from the emotions.

I have difficulty in explaining, it is not just a figure or an emotion, it issomething integral. When I hear a word, I feel the weight or taste of it.I dont need to show any special effort to keep that word in my mind.Word or the words remind themselves to me.

If you pay careful attention, the elements that provide perfection to the memory of Mr. Sarefigures, emotions, colours and photos in three dimension.These expressions show that Mr.S processes the information in his mind using figures, colours etc. relationships.All of theseelements are the indicators that the right hemisphere functions of the brain are used.

Another point to pay attention is that, the power of the memory of Mr. Scomes from the fact

that, his emotions are always used in the process. The reason of this is so simple. As wementioned in the previous sections, it is very easy for the emotional incidents to bepermanently recorded in the memory by hippocampus.Surely, these excitements in Mr.

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Smemory occurs automatically and they provide him to live in this world of figures, coloursand emotions.

However, it is also possible to consciously use these elements, which increase thepower of memory.

Mr. S remembering all the incidents he had seen and reciting the lists without an error thathad been itemized to him before is an attribute of him by birth. Because his right brainhemisphere automatically steps in against incidents. In other words, both hemispheres ofhis brain always works automatically. Another key point is that, emotions of Mr. S areautomatically included in the process in his mind, against incidents and giveninformation.

THUS, THE RESULT S A PERFECT MEMORY.

In fact, using the information learned from Mr. S, it is possible to improve methods totransform all kinds of information, numbers and words into figures, and thus increase

the power of memory in an extraordinary efficiency. And then it is possible to keep notonly 30, 50 or 70 words, but also even 1000 words in mind, which are succesively readin 3-4 seconds.

Some of you might have watched the students, who surprise people on TV, like Mr. S, byworking on our training sets like "Photographic Memory Techniques (seewww.PhotographicMemoryTechniques.com) and Mental Mathematics and MemoryTraining Techniques (see www.MentalMathTechniques.com). These students, who almostuse their brain capacity at the level of Mr. S, have a different attribute than Mr. S. They donthave these attributes by birth. They come to this level by using the methodsconsciously.

Certainly, by using techniques, they activate hippocampus. They use both hemispheres oftheir brain and also they use the methods for relationships established between thebrain cells which I will go into details below.

Especially, the Photographic Memory Techniques are the techniques include the methodswhich provides these processes to be made consciously. Rest of the sections of thisbook is left to some basic examples related to the memory training techniques. Moreover youwill see an interesting example just at the end of this section. But I want to give another briefinformation just as a fundamental for the remaining sections.

Another important step of speed learning and having a permanent power of memorydepends upon the knowledge of how the style of thinking effects the improvement of brain

cells. In an adult, there are more than 100 billion nerve cells which are called neurons.

However, rather than the abundancy of cell numbers, the power of memory isproportional with the size of the network established among these brain cells or thenumber of the bonds between them.

We can make an anology between the process of establishing bonds between brain cellsand providing phone line cables between houses. Like houses which do not have phone linein between and dont have access to each other, at the beginning, the neurons in the braindo not have much bonds as well.

Lets assume that, when people who dont know each other meet, a line between theirhouses is installed. By each new meeting, the number of lines will increase and gradually a

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network will be formed. As that network is developed, the communication will be better and itwill be possible to reach everwhere at once.

The relationship between the neurons are similar to that example too in the formation oflearning and memory. In order to remember some information, it should be related withothers which are learned before.

If some new information has reminded others which were learnt before, immediately abond is formed in the brain between the neurons in which there is the new informationand the neurons in which there are information remembered.During learning, if it is notpossible to establish a relationship with past knowledge due to lack of knowledge, thatmeans learning like that has no effect on the brain.

As a result, the reaction, which occurs due to the established relationship or somethingremembered, is something like the installation of a phone line or a bond between neurons.

If we remember that there are more than 100 billion neurons in the brain, it is not even

possible to think of the size of the bond potential in the brain.

Shortly, man is the builder of his own power of memory. The number of the bondsbetween the neurons increase and they get stronger as a person thinks or uses hismemory, therefore his power of memory improves. For the ones who dont use theirbrain, the bonds between the neurons get weaker and their potential power of memoryremain unused.

Now I will try to explain this to you with an example by simplifying the process. Givenbelow are 10 different words. Also each word has a number written beside. All I want fromyou is to look at this list just for 20 seconds and keep the words in your mind withtheir numbers. But dont try to fool me, you have only 20 seconds.

Here is your list;

8 - Rice 4 - Dog 6 - Cake 1 - Book 5 - Wood

9 - Baby 2 - Run 10 - Carpet 3 - Helicopter 7 - Money

Now I want you to shut your eyes or close the book and count this list from 10 to 1. If youwant, you can try it from 1 to 10.

I guess you did not well. Now let me help you to create some memory associations;

My first aim is to ensure you to memorize the numbers belonging to the words by creating amental association between them. Lets use similarity of sounds of numbers and rhymeproperties.

8 - Rice :In order to memorize "Eight", lets use the word of "AID" that is like "EIGHT" on thebasis of sound and rhyme. As you know many developed countries send wheat and rice tothe poor countries. Additionally you can also think or imagine that you give rice to poorpeople. I think you can understand the matter. In order to remember which word in thenumber eight it is enough to think word of AID that is phonetically similar with it. When weremember "Aid", we will remember the thing distributed for aid and so "RICE". And of coursethis process will so fast in thinking basis and so you will say 8 - Rice.

4 - Dog :In order to memorize "FOUR", lets use the word of "DOOR" that is like "four" onthe basis of rhyme. "FOUR DOOR sedan" is a phrase that is used commonly. We can think

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that we have always a dog in front of our door against the thieves. In order to rememberwhich word in the number four, it is enough to think word of DOOR that is acoustically similarwith it. When you remember DOOR referring the Four, you will need to think what youhave in front of the door. Of course you will immediately remember "DOOR". And again, ofcourse this process will so fast in thinking basis and so you will say "4 - Dog".

6 - Cake :I think you have understood the matter. Now lets use the word of "SACKS" that issimilar with SIX on the basis of sound structure. In order to memorize "6-Cake", we canimagine that we fill our sacks with cakes and load them us and carry. And so, in order toremember which word is in six number, it will be remind us six is "CAKE"to think SACKSreferring to the number six.

1 - Book : In order to memorize number "ONE", lets use the word of "VAN" that is similarwith one on the basis of sound structure. In order to remember 1 - Book combination, wecan imagine that we load books on a van or carry books to a van. When we think what refersto number one, we will easily remember "van". I think all of us will remember easily the wordof "BOOK"by thinking what we carried by van or what we loaded to the van.

5 - Wood :In order to memorize number "FIVE", lets use the word of "FIFE" that is similarwith five on the basis of sound structure. When we think what refers to number five we willimmediately remember "fife". We can easily remember the word "WOOD"by thinking that fifeis made of wooden.

9 - Baby :In order to memorize number "NINE", lets use the word of "NANNY" that is similarwith nine on the basis of sound structure. It is an easy association to think that nannynurses a baby. Of course when you remember NANNY instead of nine, you can easilyremember the associated word "BABBY".

2 - Run :In order to memorize number "TWO", lets use the word of "TOE" that is similar with

two on the basis of sound structure. We use our feet and toes when we are running. Sorun and toe have a direct association. We will immediately remember run when we thinkwhat is the word referring to two and associated with toe to remember what is two afterthinking this association. And again, of course this process will so fast in thinking basis andso you will say "2 RUN."

10 - Carpet :In order to memorize number "TEN", lets use the word of "DEN" that is similarwith ten on the basis of sound structure. When we think what Ten refers to, we willremember immediately the "DEN". For this aim we can imagine that we stay in a den allcovered with carpets. When we remember Den referring to "Ten, we should ask what Ithought there was in the den and then we will directly remember "CARPET".

3 - Helicopter :In order to memorize number "THREE", lets use the word of "TREE" that issimilar with three on the basis of sound structure. We can think that a helicopter land at atree or fall on a tree and the tree collapse. Of course after remembering TREE instead ofthree, you can easily remember the associated word "HELICOPTER".

7 - Money :In order to memorize number "SEVEN", lets use the word of "SAVING" that issimilar with seven on the basis of sound structure. It is very easy here because savingand money are direct associated words. We will remember SAVING when we think whatSeven refers to. And then saving easily reminds all of us the "MONEY".

First, you will remember the words referring the numbers with similar sounds when youremember the words in list from beginning to end or from end to beginning. These words areby order of;

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1-) VAN, 2-) TOE, 3-) TREE, 4-) DOOR, 5-) FIFE, 6-) SACKS, 7-) SAVING, 8-)AID, 9-)NANNY and 10-) DEN.

In order to remember which word said in which number, we should think what is the wordassociated with the word referring to the number.

The thing that will be done in order to remember which word is said for which number is tothink about what the word related with the word representing the number was.

Now I want you to close your eyes and recite this list backwards from 10 to 1. If youwant, you can also try from 1 to 10.

I think this time you made it. Interestingly, you can even remember this list in a mixed way;

Could you answer, if I ask what was the word at the 3rd number?

What about "the word at number 8?"

"Do you remember what was at number 5?

I am sure that you had no difficulty. I think some of you prepare to ask that these list isespecially formed of words which are related to each other. What would we do if they wereunconnected words?

The point here I want to draw your attention to is that; Before I told you to establish theseassociations and gave hints, you tried to keep this list in your mind but couldntsucceed. For that moment it seemed impossible to you to keep such a list in your mind andthen recite it intricately The difficulty didnt arise from the real difficulty of the work, itarised from your lack of knowledge on how to do this work.

NUMBER RHYME SYSTEM

(WORDS SOUND LIKE NUMBERS)

Thus we have learned the rhyming words with the numbers from 1 to 10. By using this listyou can memorize similar short lists. You can use other rhyming words that you preferred. Inother words, you can make changes in my list according to your preferences. For this aim,alternative associated words with the numbers are listed below.

1 VAN, fun, fawn, fan

2 TOE, tow, tao3 TREE, dairy, terry4 DOOR, fore, far5 FIFE, vive, wife6 SACKS, sex, seeks, sticks7 SAVING, heaven8 AID, ate, gate9 NANNY, wine, line10- DEN, tan, tang, teen

You should fix your mental pictures for rhyming words with numbers. You must create linksbetween these fixed mental pictures and symbols referring the words in the articles of the list

that you want to memorize. For these fixed mental pictures you can also use the followingmental picture samples that I use.

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Or you can even ask me such a question: What if this list contained 500, 1000 or even 2000words, is it possible to keep that list in mind with the same accuracy and speed?

Answer of this question is YES. With Photographic Memory Techniques you can achievemany things that you even can not imagine now (seewww.PhotographicMemoryTechniques.com). Beyond doubt, the example I gave above withsimplification is not adequate alone for such things. However, I think that it gave you an ideaon the process.

In the next chapter, by examining new examples which form the basis of the techniques, wewill have stronger knowledge about the information we learned.

If you repeatedly need to look at the dictionary for the foreign words that you think you havelearned, I advise you not to miss the next chapter titled "Three Fundamental Rules forPermanent Learning of Foreign Words.

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CHAPTER - 5

THREE FUNDAMENTAL RULES FORPERMANENT LEARNING OF FOREIGN WORDS

In this chapter I will prove you that learning foreign words of other languages is not difficult. Ifyou know the right and effective techniques, you will see that this is really an easy job.

Also dont get impatient by saying, Will you again talk about rules and theories? Dontworry! Today, I will both explain you the three rules to learn ten new Turkish wordspermanently, and teach you these words using just these three rules. You may wonder why Ichose Turkish words. You are right, I could have chosen other foreign words for thisapplication. Since, World Mental Calculation, Memory & Photographic Speed ReadingOlympiad, MEMORIADTM 2008 is in Istanbul, Turkey, I thought choosing Turkish wordsmay be beneficial to the participants of this gorgeous event (see the details of Memoriad (*)at www.memoriad.com).

(*) MemoriadTMis trade mark of the Memoriad Organization.

Anyway, lets talk about our subject. The three rules that I will give would seem easy. But ifyou use and apply these three rules, you will see that they are really effective. Here are therules;

RULE-1)People generally remember what they see easier than what they hear.

Have you ever thought that why most of the people remembers the face of a person whomhe/she met before, but cant remember or have difficulty in remembering his/her name?

Let me directly give the answer. Because the faces are seen, but the names are heard.Therefore you remember the faces more, and the names less. Thats the first rule saying thisfact.

If we relate the first rule to learning words of foreign language; in some way, you shouldmake the foreign word be seen. How come? We will see this by applying to the new wordswe will learn below.

RULE-2)Before explaining this rule, I want to talk about an experiment which was made inCalifornia Vision Center.

As you know, during the process of seeing, the vision that comes to our eyes is transferredby the electrical signals to the visual cortex which is at the back of our head, and then we cansee. Thus, seeing occurs as an electrical activity in the brain. Today, with the help oftechnology, we can measure these electrical activities.

Many experiments were conducted in California Vision Center, about the relationshipbetween real vision and imaginary vision. For example, a crystal glass was shown tosubjects and the electrical activity that occured in the visual cortex at the back of the brainwas recorded. Afterwards subjects were encoured to try seeing the same crystal glass whiletheir eyes were closed.

In the measurements, it was found that the electrical activities produced in the visual cortex

were similar in each case. For the ones who have a great imagination, this similarity was

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very close. The second rule depends on the findings of this experiment. Here is the secondrule;

There isnt much difference between real vision and imaginary vision regarding theeffect they make on the brain.

RULE-3) In fact we have learned this rule in one of the previous chapters;

Incidents and information which have memory relationships are easier to remember.

Now I reach to a result by integrating these three rules;

If people remember what they see easier, first of all I make the foreign words I will learnvisual. If there is no difference between real vision and imaginary vision, using myimagination, I visualize pictures or incidents in my mind that represent the words. Therefore Iaffect my brain as if I have really seen these incidents. And I establish a mental associationbetween the visual picture or incident representing the foreign word and the meaning of it.

Therefore everything is ok. We will use these processes together with a technique which Icall "Mind Eyes Technique" and "Photographic Memory Cards (PMC)".

If you pay careful attention, the right hemisphere of the brain is used for learning in thesethree rules, by addition of factors like using figures, pictures and imagination.

So, are these three rules really effective? Lets see the answer in some examples together.Please examine all the examples given below, before you proceed to the next chapter.

For example, the Turkish word for MILKis ST(pronounced SEWT). Imagine you or a manwith a SUIT(ST) is trying to milk some MILK.

Lets take another Turkish word. The Turkish word for MEAT is ET (pronounced as inAT).Imagine you or a man ATE(ET) a lot of MEAT.

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The Turkish word for WINE is ARAP (pronounced SHARAP). Imagine yourself or a mandrinking some WINE, but the WINEtastes very SHARP(ARAP).

The Turkish word for TICKET is BLET (pronounced BEELET). Imagine a man buying aTICKETand asking to seller to BILL IT(BLET) to his address.

The Turkish word for FOOD is YEMEK (pronounced as YEMEK). Imagine YOU MAKE(YEMEK) delicious FOOD. YYECEK (pronounced as YEEJEHEK) is also another Turkishword used for FOOD).

The last Turkish word well learn is SU. The Turkish word for WATER is SU (pronouncedSOO). Imagine you SUE(SU) the municipality for the dirty WATERit provides.

You have learnt six new Turkish words so far. Now lets test ourselves with these new words.In order not to see the mental associations written above, please cover up the upper part ofthis page before giving your answers.

TEST - 1 : TEST YOURSELF FOR NEWLY LEARNT TURKISH WORDS

What is the English for Turkish word SU ? (SOO) _______________

What is the English for Turkish word ARAP? (SHARAP) _______________

What is the English for Turkish word BLET? (BEELET) _______________

What is the English for Turkish wordYEMEK? (YEMEK) _______________

What is the English for Turkish word ET? (AT) _______________

What is the English for Turkish word ST? (SEWT) _______________

TEST - 2 : TEST YOURSELF FOR NEWLY LEARNT TURKISH WORDS

It is time now to remember the Turkish words from its English counterparts. Again pleasecover up the upper part of this page before giving your answers.

What is the Turkish word for WINE? _______________

What is the Turkish word for MILK? _______________

What is the Turkish word for WATER? _______________

What is the Turkish word for FOOD? _______________

What is the Turkish word for MEAT? _______________

What is the Turkish word for TICKET? _______________

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If you want to learn more Turkish words, you can visit the website www.EasyTurkish.comformore information. For more information about this subject concerning any other foreignlanguage words please visit www.PhotographicMemoryTechniques.com.

I am sure that you wonder what the next chapter is about. I will give you some hints byasking a few questions. Have you ever noticed that your brain couldnt not go beyond somespecific forms? Do you want to realize the forms that your brain has. Are you interested inmathematical creative thinking and creative techniques of problem solving? If your answer isyes, I advise you not to miss the next chapter.

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CHAPTER - 6

MATHEMATICAL CREATIVE THINKINGAND CREATIVE PROBLEM SOLVING

As you can understand from the headline of this chapter, we will try to discover therelationship between creative thinking and creative problem solving.

Lets start this chapter in a different way. Especially, I want to tell you a an anectode aboutcreative thinking.

CREATIVE THINKING LESSONS GIVEN BY VILLAGE HEADMAN

One of the villagers, who earn their keep by transportation with themules they grew, was died. He had left seventeen mulesto his threesons. From his testament, it was understood that he left half of themules to his eldest son, onethirds of the mules to his middle son, andone ninthof the mules to the youngest son.

The village headman who had come to distribute the testament,aligned the mules in a row. However, he understood that he cantdistribute the half, one thirds and one ninth of seventeen, withoutdividing the mules. Sons were already arguing against this situation,since dead mules were useless to them.

17 x 1/2 = 8 17 x 1/3 = 5 2/317 x 1/9 = 8 1/9

While the villagers thought that, this was an impossible problem tosolve, and the headman wouldnt be able to tackle it, the headmanbrought one of his mules, added to the mules to be distributed anddistributed the testament like that:

Gave half of the mules or nine of them to the eldest son, one third ofthe mules or six of them to the middle son, and one ninth of the mules

or two of them to the youngest son.

17 + 1 = 18 mules18 x 1/2 = 918 x 1/3 = 618 x 1/9 = 2

(9 + 6 + 2 = 17)18 17 = 1 mule

Then the headman who had accumulated nine, six and two, andfound seventeen took his own mule among the surprised eyes ofvillagers and went home.

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I think nobody would doubt about the creative thinking and problem solving ability of thevillage headman in the anectode above.

So, how do you feel yourself about creative thinking?

Do you feel yourself like the villagers who immediately believe that there is no solution, orlike the village headman who see the solutions that nobody realizes? Lets have a look at theanswer of this question and its relationship with creative thinking.

Especially, if you want to discover the present forms of thinking in your mind about creativethinking, before proceeding with the next chapter, please Test Your Creative Intelligencewith the test given below.

CREATIVE INTELLIGENCE TEST

ATTENTION: The aims of this test are both testing your creative mind and ensure you to

realize how your brain has some fixed boundaries without your awareness.

Before start to test take a pencil. Take maximum 30 seconds for each question.If you cannot find the answer in 30 seconds, pass this question to the next one. Besides, write youranswers to the spaces near questions.

At the end of the test, all answers of the questions will be given. Compare your answers withthese answers.

QUESTION 1

Describe or identify the figure / figures given below. Before passing to the other questions in

the test, try to answer this question in 30 seconds..

QUESTION 2

Now try to link the 16 dots given below by using no more than four straight lines which will

cross through all 16 dots, without lifting your pen or pencil.

.

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Please do not pass to the next question before answering this one. Do not worry if youcouldnt find the answer in 30 seconds. All the answers will be given at the end of the test.

QUESTION 7

Below are there two equilateral triangles that are made up of six matches. Try to rearrangethese six matches to produce four identical equilateral triangles.

Test is over now. All the questions will be answered in the next step. Compare your ownanswers with the given ones. Do not get nervous if you couldnt have answered some of thequestions because nobody has given you training about creative thinking and creativeproblem solving techniques until today. Everyone including scientists as well as studentsshould learn to think in a nonstandard and creative way.

There is another reason why you overstrain your brain with some of these questions otherthan certain standards you used to. The way these questions were prepared and askeddirects you to prevalent patterns. Lets browse which models you were directed by these

questions. Now you can go to next page to see the answers.

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CREATIVE INTELLIGENCE TEST( ANSWERS)

ANSWER 1

You probably focused on the absurd black object in order to distinguish the figure. But therewas not such a rule in the question. You put yourself in a standard by an acknowledgment. Ifyou have focused on the spaces between the black objects you would have easily realizedthe word TEST. Undoubtedly the way the question was asked was not wrong. Solutions ofmany problems in real life were overlooked alongside other irrelevant factors most of thetime.

ANSWER 2

In linking the 16 small dots by using 4 straight lines without raising your pencil your brain isdirected per se. Probably you faced similar questions in life with restrictions such as notrunning over the lines and their passing from the center. Your brain has developed a modelfor such kind of problems. Although there were not such restrictions in this question, youwere strained because of restricting yourself. There the practices and experiences you havemet until today restricts your brain and your potential to think in a similar way.

ANSWER 3

If your answer is not 30 you are wrong. This is not a difficult question. But it requiresattention. Attention, concentration and dividing the problem into steps are important. Youshould count not only the small squares but the bigger and separately located ones also.

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After trying this test I am sure that, you are convinced about the forms in your brain.Unfortunately we prejudge things we see, because of the forms of thoughts in our brain, andwe think that such a thing is impossible or nobody can do it.

Certainly these prejudgements limit our potential of learning and causes us to lose manyopportunities just because we even dont try them.

I think you can guess now. I want to change to subject to Mental Mathematics andMemory Techniques.

Mathematics, in fact, is the nightmare of many people, and it is one of the subjects which ismost frightening. Here, learning how to use both of the two hemispheres of our brainbalancedly is one of the most important factors too. The people who only have an improvedleft hemisphere and can use the functions of this hemisphere well, should improve their righthemisphere as well in order to have creative thought. Without using their right hemispheretogether with the left one, it is impossible for them to creatively use the subjects and theformulas they have learned.

I am sure that, from the examples on our web site or the introductory programmes on the TV,you have learned quickly squaring some of the numbers. Now I will teach you how to squarethe numbers close to 100 quickly.

Some people may not be interested in mathematics SO MUCH. The ones who are interestedin mathematics, can immediately analyse the example below and reach the hints I will give.Others who are not interested in mathematics may proceed to the next chapter of the bookwithout going into details of the mental math methods given below.

Mathematics is really nightmare of lots of people and it is one of the most frighteningsubjects. Teaching to use both two hemispheres of the brain is the main matter. People

developing only left hemisphere and using this hemisphere efficiently must develop their righthemispheres too, to be more creative. It is impossible to approach subjects and matterscreatively without using right hemisphere.

I am sure that you have learned how to calculate square of numbers close to 1000 quicklywith both examples in web page and introductory programs in TV channels. I will teach youhow to calculate square of numbers close to 100 with similar examples.

Mental math may not be attractive for some people. People being interested in mental mathwill quickly reach some simple clues by checking following application.

MENTAL CALCULATION PART 1

MENTAL CALCULATION OF SQUARES OF NUMBERES CLOSE TO 100

For example, assume that I want you to calculate the square of the following number;

972= ?

Of course it is impossible to solve this question quickly without mathematical creative mind.But when you use your mathematical knowledge creatively it will be a childs game to answerfor you.

In order to solve this problem creatively, lets to try to find a mathematical rule.

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652= 4225

Assume that now I want you to calculate the 983265 x 317243 = ?, mentally without using acalculator. I am sure you do not say anymore that it is impossible to do it! because of yourfixed boundaries in your brains.

Finding this calculation without a pencil and paper of course requires both creative problemsolving and photographic memory techniques. If you want, you or your child, to learnmathematical creative mind and problem solving and so able to do all kind of mentalcalculation and be self-confident mathematically, you need to see hundreds of techniques inthe e-book of Mental Math Manual (see www.MentalMathManual.com andwww.MentalCalculationManual.com).

Although you are not so much interested in math, learning these techniques provide you lotsof advantages. The most important advantage of gaining skills of Mental Calculation andMemory Techniques is that you can both increase your creative mind and creativeproblem solving skills and have a high selfconfidence.

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CHAPTER - 7

WHAT SHOULD BE DONE IN ORDER TO KEEPTHE MENTAL POTENTIAL AT MAXIMUM LEVEL?

Today we will complete the last of our chapters. But the hints that I will give you are not overwith this book. I will continue to send you fresh hints and free e-books with the MemoriadJournal each month, which will be sent to your e-mail.

Anyway, lets return to the subject of this chapter. The headline of the subject, which is aquestion sentence, clearly shows us the ultimate aim. Before proceeding to the answer ofthis question, I would like to summarize what we have learned up to now one by one.

Chapter - 1 :In this chapter we began to study by learning two important facts;

1-) If a person who doesnt have a memory or brain training uses 1 % of his brain, then a

person who has memory or brain training uses at least 3 times of that value, which is 3 %.And there is still 97 % part of the brain to be discovered.

2-) In conventional or ordinary study methods, brain needlessly becomes too exhausted.Whereas, as a result of memory or brain training, it is possible to learn in a faster and easiermanner, and also the brain is less exhausted.

Chapter 2 :In this chapter;

1-) We have learned that the brain is formed of three different computers, which areprimitive brain, midbrain and cortex.

2-)We have seen that, while we can not remember the meal we had eaten in a recent time,at the same time we cant forget an accident or an happy moment. We have discovered theimportance of the hippocampus which is the controller of the recorder of our brain.

Moreover, if we include our emotions to the process of learning, we have learned that thecenter of emotions immediately activated the recorder of our brain.

Chapter 3 :In this chapter, especially, we have understood that each lobe of our brain isexpert in different subjects;

1-)We have determined that the left hemisphere of the brain is predominant in the subjects

like speaking, mathematical operations, arrays, numbers, analysis and details; and we havedetermined that it worked in a logical and linear manner.

2-)We have understood that the right hemisphere of our brain is predominant in the subjectslike rhytym, dreaming, colours, sizes, volumes, music and understanding the integrity ofsubjects etc.

3-)We have learned that the secret of increasing the capacity of our brain and memory laidbehind using both of our brain hemispheres balancedly.

Chapter - 4 : In this chapter;

We have learned the importance of establishing memory associations and training of mentalsight in order to increase our brain power and memory capacity, by testing on ourselves.

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(Example: 1 Van - Book, 2 Toe - Run, 3 Tree Helicopter, 4 - Door - Dog, 5 Fife -Wood, 6 Sacks Cake, 7 Saving - Money, 8 Aid - Rice, 9 Nanny - Baby, 10 Den -Carpet)

Chapter - 5 :In this chapter we have learned the three fundamental rules of learning foreignwords permanently, and tried these rules on ourselves.

These rules are;

Rule-1)People generally remember what they see easier than what they hear.

Rule-2)There isnt much difference between real vision and imaginary vision regarding theeffect they make on the brain.

Rule-3)Incidents and information which have memory relationships are easier to remember.

Chapter - 6 :In this chapter;

1-) We have clearly seen that the forms of thoughts in our brain limited our brain capacityand creative thinking.

2-)We have learned how the calculations, which had seemed impossible to be done in oneshead, turned out to be easy and amusing with the methods of creative thinking and memory.

In summary, we have learned a total of 12 important points up to now. As a starting point,these 12 clauses basically form the 12 golden keys of achieving the mental potential.

I think the most important contribution of the chapters of this e-book is that, they made you

realize the fact that the power of brain and memory could be improved with training. Surelythese chapters have shown you that there are different ways to go, but they didnt includetraining of the details of all subjects.

So, after this step, what do we have to do in order to use our brain potential at themaximum level?There are two alternatives for you;

1-)To make progress by trying to discover the rules that you have learned in this course.Surely this will be a long, unplanned and exhaustive way.

2-)Without being contended with the rules you have learned in these courses, proceedingone step more into the next important level and having training in your field of interest, from

an expert institute on this subject. Just at that step, I want to declare that an organization,Memoriad, who regularly prepares different memory and mental calculation training sets ande-books due to the needs and makes that training easier. The income of this organization isdistributed as money prizes for the winners of MEMORIAD, Mental Calculation, Memory &Photographic Reading Olympiad. The Memoriad organization is ready to serve andsupport you in all these fields.

This e book is brought to you by www MEMORIAD com
http://www.memoriad.com/http://www.memoriad.com/http://www.memoriad.com/

Documents

Memory Training Manual