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IMPORTANTTo begin Please save thisworkbook to your desktopor in another location.

How can you get the most out of this writeable workbook? Research has shown that the moreways you interact with learning material, the deeper your learning will be. Nightingale-Conant hascreated a cutting-edge learning system that involves listening to the audio, reading the ideas in theworkbook, and writing your ideas and thoughts down. In fact, this workbook is designed so thatyou can make notes inside this document to make this an even more interactive experience foryou. Remember, the more you apply this information, the more youll get out of it.

For each session, we recommend the following:

Preview the section of the workbook that correspondswith the audio session, paying particular attention to the exercises.

Listen to the audio session at least once. Read the text of the workbook.

HowardBergsMAXIMUMSPEEDREADING

HowardBergsMAXIMUMSPEEDREADING

By theWORLDS FASTEST READER

HOWARDSTEPHENBERG

2003, 2002, 2001, 2000, 1999, 1998, 1997, 1996, 1995, 1994,

1993, 1992, 1991 Howard Stephen Berg.

All rights reserved.

No part of this workbook may be reproduced in any form or by any means

without permission in writing from HOWARD STEPHEN BERG.

Getting StartedHOW TO USE MAXIMUM SPEED READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

SELECTING THE PERFECT TEXT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

SETTING UP YOUR STUDY SCHEDULE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

HOW TO CALCULATE YOUR INITIAL READING SPEED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Sample Text For Measuring Your Reading Speed: Revolution In Science . . . . . . . . . . . . . . . . . . . . . . . . . .8

HandMotionsTHE PURPOSE OF HAND MOTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

HAND MOTION ONE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

TIPS FOR HAND MOTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Hand Motion One Template: Beauty And The Beast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Reading BackwardTIPS FOR READING BACKWARD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Sample Text: Pavlovs Dog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

PRACTICE READING AT HIGH SPEED IN YOUR TEXT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

MIND MAP SUMMARIZING BACKWARD READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

SPEED-INCREASING EXERCISE ONE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

HowDoWeComprehendText?WHY DO WE READ SO SLOWLY? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

HOW YOUR BRAIN DECODES TEXT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

THE THREE TYPES OF INFORMATION THAT TEXT CONTAINS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

MIND MAP SUMMARIZING SCHEMA AND MEANING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

IDENTIFY THIS PICTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

HOW WORD GROUPINGS CREATE MEANING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

SchematicMeaningfulnessSample Text: LACKING SCHEMATIC CLUES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Sample Text: ABUNDANT IN SCHEMATIC CLUES: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

SCHEMATIC CLUES AND BACKWARD READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

SPEED-INCREASING EXERCISE TWO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

HOW TEXTUAL SCHEMA IS DISTRIBUTED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

SCHEMA AND INCREASING READING SPEED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

MIND MAP SUMMARIZING SCHEMAS DISTRIBUTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

MAXIMUMSPEEDREADING contents

2

The Four ReadingStages(SR2Q) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

SPEED-INCREASING EXERCISE THREE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

HowToSkimTextSample Text: USING THE BOOKS JACKET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Sample Text One: USING THE CONTENTS PAGE: American History . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Sample Text Two: USING THE CONTENTS PAGE: Vertebrate Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

HowTo LearnDifficultMaterialSample Text: USING CHARTS AND DIAGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Sample Text: USING AN INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Sample Text: READING MAGAZINES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

MIND MAP SUMMARIZING SKIMMING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

HOW TO INCREASE ALERTNESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

The Four TypesOf ReadingPLEASURE READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

PLEASURE READING NONFICTION: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

HOW-TO BOOKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

STUDYING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

TECHNICAL TEXT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

READING MATH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

READING COMPUTER SCREENS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

MIND MAP SUMMARIZING THE FOUR TYPES OF READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43


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The Four Learning LevelsEXAMPLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

MIND MAP SUMMARIZING THE FOUR LEARNING LEVELS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

HowTo IncreaseMemoryAndRecallHOW TO USE REPETITION AND MULTIPLE SENSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

HOW TO USE MUSIC TO INCREASE RETENTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

HOW TO USE MEMORY PEGS TO BOOST RETENTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

PEGGING PRACTICE EXERCISE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

USING MNEMONICS TO INCREASE RETENTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

EXAMPLES OF MNEMONICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

MNEMONICS Practice One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

MNEMONICS Practice Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

THE THREE TYPES OF MEMORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

NOTE TAKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Sample Text for Note Taking: THE WAR OF 1812 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..53

QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

VOCABULARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

SAMPLE NOTES FOR QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

SAMPLE NOTES FOR VOCABULARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

MAKING THE TRANSITION FROM READING TO LEARNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58

READING FOR COMPREHENSION EXERCISE FOUR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

MEMORY MUSIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60


4

Dear Friend:

Thank you for purchasing Maximum Speed Reading. In just a few

short hours you will learn how to boost your reading speed beyond

anything you believed possible. Maximum Speed Reading will also

instruct you on how to increase comprehension, memory, and recall

when reading. Whether you read for pleasure, business or school, you

will be shown the perfect method for reaching your goal.

My reading strategies have earned me the recognition as the worlds

fastest reader, and I am certain they will help you achieve your

maximum reading speed.

Your friend,

Howard Stephen Berg

The Worlds Fastest Reader

MAXIMUMSPEEDREADING

5

Getting Started

HowToUseMaximumSpeedReading

The Program

Carefully follow the instructions in this section to get the maximum results from your MaximumSpeed Reading Program. First print pages 8 to 11 then measure your initial reading speed.Then, read the section describing how to use hand motions to increase your reading speed. Afterreading the section about hand motions, view the DVD accompanying your program. The DVDcontains a demonstration on how I read, as well as a demonstration on how to use the handmotions. After watching the DVD, begin listening to CD one. Continue using each CD in sequence.While listening to the CDs, follow the diagrams and examples mentioned in this workbook. Printout the listed session as needed. Continue following the instructions on your CDs to achieve peakresults.

Selecting ThePerfect Text

Choosing the perfect text will enable you to easily learn this programs techniques. Choose anonfiction book that has familiar vocabulary and concepts. Do not choose a book that wouldbe confusing to you if read slowly. Here are some examples of suitable reading material for youto select:

A book on a very familiar subject. For example, a biologist can choose a biology book,or a historian, a history book.

A book on a subject you once studied and completely understood. For example, a highschool history text will contain familiar material and vocabulary.

A book that you once read and found easy to understand.

MAXIMUMSPEEDREADING getting started

6

Setting UpYour StudySchedule

Optimum results will be achieved by completing this program in a single day or evening. Do notattempt to listen to a portion of a CD over a period of several days. Most people find it best tocomplete the program between 6 p.m. and 10 p.m, or on a weekend between 10 a.m. and 2 p.m.Listen to the program while seated at a table with a text of your choice, as outlined on page 6,and a notepad. This is not a motivational program, and should not be taken while driving in a car.There are several short breaks suggested on the CDS that I recommend you take. Once youcomplete this program, you may review it while driving or performing another activity.

HowToCalculate Your Initial ReadingSpeed

1. Using a timer, read the text on page 8, Revolution in Science, for 1 minute.

2. When the minute is up, write down the number of the line you were reading.

3. Multiply this number by 10 to obtain your initial reading speed.


7

Sample Text forMeasuring Your Reading Speed:Revolution In Science


8

Introduction

Even as you read, a revolution is occurring in the

minds of scientists. A revolution that will affect

everything that touches your life. Yet this is a strange revolution.

No explosions, no guns, not even a glimmer of activity

that might reveal its presence. This is not a violent

revolution with maiming and death; instead, it is about how

science views reality. The consequences of this incredible

revolution are only beginning to affect your life.

Quantum physics has opened a crack into the mystery of

the creation of the universe itself. A crack that sharp-minded

scientists are trying to widen each day. For the

layman, their discoveries are almost unknown. Some cryptic

puzzle of math and physics that many erroneously believe is not

meant for the minds of ordinary men. Yet the effects of

these discoveries threaten to dwarf even the significance of

nuclear energy. Discoveries that will not only change the

way you live, but alter the way you think about reality. As

the worlds fastest reader, I used my reading skill to investigate

the wonderful discoveries these brilliant men have made. As

you sharpen your reading speed using this writing sample, I

will provide you with information that reveals some of these

incredible discoveries. You will find this information

given in a down-to-earth fashion that will not cloud the

importance of their work with technical formulas and equations

that often do more to confuse than to inform.

The Philosophical Roots

Until the start of the 20th century, Western civilization

had been founded upon a very simple form of logic. A

system of logic begun by the Greek philosopher Aristotle.

Under this logic system something either exists or it

doesnt. This may seem simple in concept, but the new

physics requires a completely different form of logic. For

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example, everyone knows that something is either alive or

dead. Since these terms contradict each other, both statements

cannot be true at the same timecan they? Biologists

have discovered that a virus exists as a nonliving crystal

while outside a hosts body, but immediately exhibits all the

characteristics of a living organism once inside a host.

Remove it from the hosts body, and once again it appears to

be nonliving. Is it living or nonliving? The answer to

this question is no. But it is also yes!

The 20th century ushered in a new type of logic. A

logic that permits things to exist in complete contradiction.

The logic of relativity in which truth is

based on how you perceive an event. For example, imagine I am

in a room with a woman. I can see that she is an individual,

and I am an individual. Yet I also can see us as a

couple. Both statements are true, and also both statements

are false. The truthfulness and falseness of these statements

depends upon how I look at the relationship between

myself and this woman. This ability for something to contradict

itself, and yet for both parts of the contradiction

to be simultaneously true, lies at the center of the new

quantum physics. A physics that routinely views contradictions

in nature as being both logical and true.

The Mystery of Light

Possibly nothing in physics has stirred more controversy

than the structure of light. Study light using one set

of conditions and it appears to be a wave. Study it using a

different set of conditions and it seems to be a solid

particle. So is light a wave or a particle? Both answers

appear to be correct. At first, this answer may not appear

extraordinary, but upon closer examination this response

becomes astonishing.

Waves and particles are in complete conflict with each

other. Until quantum theory, it was considered impossible

for anything to possess the attributes of both the wave and

particle at the same time. Particles have a definite location

in time and space. Importantly, particles have mass or

weight. A particle is like a marble, but much smaller. If

you are hit with a marble traveling at very high speed it would

hurt. Waves are completely different from particles. Waves

lack a specific location, and they do not have any mass. Yet

light appears to have the properties of both waves and

particles when viewed under different conditions. Lets

examine an experiment that demonstrates this unusual nature

of light.

Imagine shining a bright light onto a piece of cardboard

that is sitting in front of a screen. If the cardboard

lacks a hole in it, then only the shadow of the cardboard

would appear on the screen. What do you think would

happen if you poked a very small hole into the center of the

cardboard? Scientists performed this experiment, and to no

ones surprise, the screen now had a patch of light upon it.

The light appeared to act like a particle or bullet. After

passing through the hole in the cardboard, it struck the

screen and spread a path of brightness as if it were a shattered

particle. Under these conditions, light definitely appears

to be a particle.

What do you think would happen if you poked a second

tiny hole into the cardboard near the first one? Logically,

you might expect the path of brightness behind the cardboard

to be twice as bright. After all, you now have two

holes permitting the light to shine onto the screen. This

is not what happens. Instead, gazing at the screen, your

eyes would view of series of circles identical to the ones

you would see in a pond after a rock was thrown into it.

This circular pattern is well known to physicists as the

fingerprint of a wave pattern. Viewed in this fashion, light

definitely seems to be a wave pattern. How could this

possibly happen? How could something as simple as punching

a hole in a piece of cardboard change the appearance of

light from that of a solid particle into a massless wave?

Quantum theory contains these incredible paradoxes that are


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only now starting to be understood. We shall continue our

investigation of this wondrous science in the next reading

selection.


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HandMotions

ThePurposeOf HandMotions

1. Use hands to control the pace of your visual motion.

2. Your hands force your eyes to continuously view new information.

3. Your hand motion prevents your eyes from returning to read text that has already beencompleted.

HandMotionOne

Have your eyes focus upon your hand as it scans the text from the left to the right margin.When you reach the end of a line, move your hand to the beginning of the next line.

Since English text books turn on the right page, most people find it easier to turn the pageswith their right hand and guide their eyes with their left hand. Some right handed individualsprefer to scan and turn with their right hand. If you find your left hand uncomfortable to use,this is a suitable alternative. Both techniques are demonstrated on the accompanying DVD.

Tips For HandMotions

1. Move your fingers across each line of text with your eyes following the motion.

2. When you complete a line, move your fingers to the start of the next line.

3. There are three positions your eyes can focus on while following your hand:a. On the left side of the handb. On the right side of the handc. On top of the hand

4. Try all the positions to determine which one is most comfortable for you.

5. Most people find it easier to read with their left hand, and turn pages with their right hand.

6. Watch the hand motion demonstrations on your DVD.

7. Do not slow down to read unfamiliar vocabulary or concepts.

8. Do not permit your eyes to read any missed words or concepts. Keep your eyescontinuously moving.

MAXIMUMSPEEDREADING hand motions

12

Hand Motion One Template: Beauty And The Beast

Once upon a time . . . as a merchant set off for market, he asked each of

his three daughters what she would like as a present on his return. The first

daughter wanted a brocade dress, the second a pearl necklace, but the third,

whose name was Beauty, the youngest, prettiest and sweetest of them all, said

to her father:

All Id like is a rose youve picked specially for me!

When the merchant had finished his business, he set off for home. However,

a sudden storm blew up, and his horse could hardly make headway in the howling

gale. Cold and weary, the merchant had lost all hope of reaching an inn when

he suddenly noticed a bright light shining in the middle of a wood. As he drew

near, he saw that it was a castle, bathed in light.

I hope Ill find shelter there for the night, he said to himself. When he

reached the door, he saw it was open, but though he shouted, nobody came to

greet him. Plucking up courage, he went inside, still calling out to attract

attention. On a table in the main hall, a splendid dinner lay already served.

The merchant lingered, still shouting for the owner of the castle. But no one

came, and so the starving merchant sat down to a hearty meal.

MAXIMUMSPEEDREADING hand motions

13

Print out page 13 for this session

Reading BackwardMany people are surprised to learn they can read text forward and backward. Many foreign

languages, like Hebrew, Chinese and Japanese, are read from right to left. No one from thesenations has a problem reading right to left in their native tongue. You read English from left toright because that was how you were taught to read while you were very young.

Although some individuals will never learn to read backward, learning to read text in abackward motion can still help them reach a higher reading speed. There is a drill in this programthat requires you to view text at a very high speed without comprehending the words. Using abackward hand motion is perfect for successfully practicing this exercise. When this exercise iscompleted you will be able to read much faster.

This program doesnt focus on making you a backward reader. It focuses on making you afaster reader. Some people accomplish this by reading backward, and others by reading faster inthe forward direction.

Tips For Reading Backward

1. In the text that follows, trace your finger along the line that winds through the page.

2. Move your hand back and forth and down, scanning the text as you go.

MAXIMUMSPEEDREADING reading backward

14

Sample Text:Pavlovs Dog

Who would have thought that a dog drooling over its food would lead to one of the most

important psychological discoveries in history? In 1902, Pavlov, a Russian psychologist, began a

series of experiments that revolutionized our understanding of learning. His most famous

experiment used a hungry dog.

Pavlov knew that a dog salivates when fed, and attempted to condition the animal to drool

upon hearing a ringing bell. Pavlov rang a bell just before feeding the dog. Soon, the animal began

to associate the ringing of the bell with the start of a meal. Pavlov noted that eventually the dog

drooled upon hearing the bell, even if no food was presented. Apparently the dog transferred its

instinctive reaction to eating food to the ringing of the bell. Pavlov called this form of learning

Classical Conditioning.

Classical Conditioning introduced four new vocabulary words into the language of

psychology. One of these terms is Unconditioned Stimulus (US). An unconditioned stimulus is

any stimulus that can produce a response in an organism without any training. The drooling for

food exhibited by the dog was not learned. This instinctive reaction to food is the UCS.

Another psychological term derived from this experiment is Unconditioned Response (UCR). The

UCR is a response consistently seen each time the unconditioned stimulus is presented. In this

experiment, the dog drools each time the food is presented. Drooling is the unconditioned

response to the food stimulus.

The Conditioned Stimulus (CS) is the new stimulus that an organism responds to following

classical learning. Under normal conditions a dog does not drool when hearing a bell. After

conditioning, Pavlovs dog responded to the ringing bell by drooling. The bell now acted as a

stimulus with the power to elicit the dogs salivation response.

The Conditioned Response (CR) is the reaction an organism has to the conditioned stimulus.

In Pavlovs experiment, the dogs drooling became the conditioned response to hearing a ringing

bell.

Although simple in concept, Pavlovs work was an important advancement for psychologists.

There isnt a branch in modern psychology untouched by Pavlovs discovery of classical

conditioning.


15


Practice ReadingAt High Speed In Your Text

5 seconds per page

2 seconds per page


16

NOTES

MindMapSummarizing Backward Reading:


17

Backward Reading5/1/2002 - v3

Not everyone canread backward

The faster you readbackward, the easier it is

Many languages areread right to left

Hebrew

Asiatic languages

Read Patterns Many people can

Useful for speed -increasing exercises

Dont literally readbackward

Speed-Increasing ExerciseOne: Practice In Your Text

Place a paper clip on the first page that you are reading.

Read at your comprehension speed for one minute using your hand.

Go back to the paper clip and double your reading speed for one minute.

Go back to the paper clip and triple your reading speed for one minute.

Go back to the paper clip and read for one minute at your comprehension speed.

Move the paper clip to where you just finished reading.

Continue reading in the next drill by starting at the paper clip.

Repeat exercise 4 times.

First minute: read at your comprehension rate. Start at the paper clip.

A B

Second minute: read at double your comprehension rate. Start at the paper clip.

A B C

Third minute: read at triple your comprehension rate. Start at the paper clip.

A B C D

Fourth minute: read at your comprehension rate. Move the paper clip to where you finish.

A E


18

HowDoWeComprehendText?

WhyDoWeReadSoSlowly?

D o g

H o t

Hot Dog

Ice Cream

United States of America

MAXIMUMSPEEDREADING how do we comprehend text?

19

HowYour Brain Decodes Text

The importance of schema

Schema is your database

Schema is your familiarity

Schema is your map of the world

Schema is your life experiences

TheThree TypesOf Information That Text Contains1. Literal information

2. Implied information

3. Inferential

MindMapSummarizing SchemaAndMeaning


20

3 levels of meaning

Literal

Implied

Inferential

Map

Database

Familiarity

Life experiences

Schema

Schema AndMeaning

Identify This Picture:

Answer on next page


21

Answer: Mona Lisa


22

HowWordGroupingsCreateMeaning

Reds red dog, Red, read two books to me at the red light.

Dont you think that the two of you go too often to that place?

I read that the Egyptians could read books made from reeds.

Did you hear that he went here to get his hair put back on.

Frank was frank about how he wanted his frank to taste.

Did you polish the Polish table lamp?


23

SchematicMeaningfulness

Sample Text: Lacking Schematic CluesThe procedure is actually quite simple. First you arrange things into different groups. Of course,one pile may be sufficient depending upon how much there is to do. If you have to go somewhereelse due to a lack of facilities that is the next step, otherwise you are pretty well set. It isimportant not to overdo things. That is, it is better to do too few things at once than too many. Inthe short run this may not seem important, but complications can easily arise. A mistake can beexpensive as well. At first the whole procedure will seem complicated. Soon, however, it willbecome just another facet of life. It is difficult to foresee any end to the necessity for this task inthe immediate future, but then one can never tell. After the procedure is completed, one arrangesthe materials into different groups again. Then they can be put into their appropriate places.Eventually, they will have to be used once more and the whole cycle will then have to berepeated. However that is part of life.

SOURCE: Bransford & Johnson, Consideration of Some Problems of Comprehension, 1973.

Sample Text: Abundant In Schematic Clues

7-28-1903 A baby shop $175.00 Robert Cole

10-1-1903 A hospital $125.00 Robert Cole

11-1-1903 A physician $475.00 Robert Cole Sr.

12-20-1903 A toy company $98.20 Robert Cole Sr.

9-6-1909 A private boys school $2,250.00 Robert Cole Sr.

9-6-1915 An exclusive military academy $3,150.00 Robert Cole Sr.

10-1-1921 A Cadillac dealer $3,700.00 Robert Cole Sr.

11-7-1921 An auto repair shop $300.75 Robert Cole Sr.

MAXIMUMSPEEDREADING schematic meaningfulness

24

Schematic CluesAndBackward Reading

The American war for independence began near Boston. The British army, under the

command of General Gage was stationed in Boston. April 19, 1775 was the date that the

war broke out. Over 700 British regulars went to destroy the American military supply in

Concord, on a very secret mission.

The American militia were alerted by both Paul Revere andWilliam Dawes. Many have

read about the famous midnight ride taken by Paul Revere. This ride has been immortalized in

poetry and literature.

Even with early warning, the American troops initially were scattered by the British

army. American troops hid behind trees and fired upon the English troops who were better

trained. The battle quickly turned in favor of the Americans. British troops faced fierce fire

from American troops hiding in the woods. The New England forest provided first rate cover

for the troops and stopped the English from mounting a counterattack. While 100 American

soldiers died, over 250 British casualties occurred. Even more British troops would have

died, but a brigade that arrived from Boston prevented their total annihilation.

Horsemen spread the word of the English attack to all the other Colonies. During this

time period, horses were the main mode of transportation. In Massachusetts, the Massachusetts

Committee of Public Safety called up an army of 30,000 to be established to protect the

people from the British troops. After the call, militia came to Boston from everywhere in

New England. The scene was now set for one of the most famous early battles of the war, the

Battle of Bunker Hill, which actually took place on Breeds Hill.


25


Speed Increasing Exercise Two: Practice In Your Text

Place a paper clip on the first page that you are reading.


Go back to the paper clip and double your reading speed for one minute.

Go back to the paper clip and triple your reading speed for one minute.

Continue where you completed your third minute reading and read for one minute at yourcomprehension speed.

Move the paper clip to where you just finished reading.

Continue reading in the next drill by starting at the paper clip.


First minute: read at your best comprehension rate.

A B

Second minute: go to start of section and read at a doubled rate.

A B C

Third minute: go to start of section and read at a tripled rate.

A B C D

Fourth minute: start where you completed the third minute and read at your comprehension rate.

D E


26

HowTextual Schema IsDistributed

The opening and closing chapters of a book are a map of what it will cover ora summary of what it did cover.

The opening and closing paragraphs of a chapter are a map of what it will cover ora summary of what it did cover.

The topic sentences are a map of the paragraph.

Look for key verbs and nouns.

Look for the who, what, where, when, why, and how in text.

SchemaAnd Increasing ReadingSpeed

Reading a familiar subject:When reading familiar material, use your triple reading speed.

Reading an unfamiliar subject:Speed up your reading speed when you encounter unnecessary anecdotes,examples, or illustrations.


27

MindMapSummarizing SchemasDistribution


28

Opening and closing chapters arehigh in schema

Opening and closing paragraphs arehigh in schema

Topic sentences arevery important

Look for key verbs and nouns

Search for who, what, where,when, why, and how

Unfamiliarsubject

Frequently first sentenceOften last sentence

Triple speed infamiliar material

Triple speed whenunnecessaryinformation is given

Familiarsubject

SchemasDistribution

The Four Reading Stages (SR2Q)

1. Skimming

2. Reading

3. Reviewing

4. Questioning

MAXIMUMSPEEDREADING the four reading stages

29

Speed-Increasing Exercise Three: Practice In Your Text


Continue reading and double your speed for one minute.

Continue reading and triple your speed for one minute.

Continue reading for one minute at your comprehension speed.


First minute: read at your comprehension speed using your hand.

A B

Second minute: continue reading and double your speed.

B C

Third minute: continue reading and triple your speed.

C D

Fourth minute: continue reading at your comprehension speed.

D E

HowToSkimText

Sample Text: Using TheBooks Jacket

MAXIMUMSPEEDREADING how to skim text

30

READ IN MINUTESWHAT ONCE TOOK YOU HOURS!

In just a few short hours you will learn how to boost your reading speedbeyond anything you believed possible. Howard will teach you methods toincrease your comprehension, memory, and recall. Whether youre readingfor business, school, or pleasure you will learn the perfect method forachieving your goal two to three times faster than you ever had before.

In Maximum Speed Reading,youll learn how to:

Dramatically increase your reading speed to stay on top of the latestinformation.

Double and triple your comprehension rate for better recall and retention.

Use the various hand motions to increase your reading speed and learningability.

Rapidly skim a book to quickly ascertain if its worth reading.

Make the transition from reading to learning.

Use schema to understand and comprehend text more effectively.

With Maximum Speed Reading, youll get the strategies and techniques tobecome a reading and comprehension master.

Sample Text One: Using TheContents Page

American History

Part One: Freedom in the New World

THE PEOPLE OF THE NEW LAND . . . . . . .10The Culture of the New World IndiansThe Heritage of the Indians

THE LEGACY OF THE COLONIAL PERIOD 15The Spanish ColoniesThe French ColoniesThe Early English ColoniesEconomic Development in the English ColoniesColonial Culture

THE SEEDS OF REVOLUTION . . . . . . . . . . .25Conflict between Britain and FranceTaxation without Representation in the ColoniesAmerican Resistance Strengthens


31

VERTEBRATE BIOLOGYPART FIVECOMPARATIVE VERTEBRATE ZOOLOGY

CHAPTER 11FISH

FISH PHYSIOLOGY

FISH MATING BEHAVIOR

FISH EATING HABITS

CHAPTER 12AMPHIBIANS

AMPHIBIAN PHYSIOLOGY

AMPHIBIAN MATING BEHAVIOR

AMPHIBIAN EATING HABITS

CHAPTER 13REPTILES

REPTILE PHYSIOLOGY

REPTILE MATING BEHAVIOR

REPTILE EATING HABITS

CHAPTER 14BIRDS

AVIAN PHYSIOLOGY

AVIAN MATING BEHAVIOR


32

Sample Text Two: Using TheContents Page

MAXIMUMSPEEDREADING how to learn difficult text

33

GLYCOLYSIS

Glucose-6-Phosphate

Fructose-6-Phosphate

Fructose-1,6-Diphosphate

Glyceraldehyde-3-Phosphate

1,3-Diphosphoglyceric

Acid

3-PhosphoglycericAcid

Phosphoenol-Pyruvic Acid

Pyruvic Acid

Sample Text: UsingCharts AndDiagrams

HowTo LearnDifficultMaterial

MAXIMUMSPEEDREADING how to learn difficult material

34

Sample Text: UsingAn Index

Bacteria 435

Bakers bodies 110

Balbiani rings 75

Barr bodies 336

Basal bodies 282

Basal plate 279

Basic chromosomenumbers 345

Basidiomycetes 410

Beta configuration 128

Bioblast, Altmannstheory of 210

Birefringence 45

Bivalent chromosomes 422

Bonellia,sex determination 370

Bridge-acentricanaphase 490

Brush border 129

C factor 241

Capsid of virion 92

Cardiac glycoside 55

Cathespin 258

Cedidomyiidae 260

Cell hybridization 335

Cellular defication 263

Central cisterna 163

Centrioles 391

Centromere 345

Centrosome 393

Centrosphere 395

Cephalin 68

Chitin 59

Chloramphenicol 188

Cholinesterase 171

Cilia and flagella 273

Cnidocil 287

Collenchyma 111

Colloids 63

Contractile vacuoles 300

Cristae 212

Cryostat 20

Cutin 127

Cytoblastema 550

Cytochrome oxidase 30

Cytogenetics 455

Cytokinesis 410

Cytolysomes 265

35

Perception 250

Personal dispositions 560

PersonalityMeasurement 580

Personality Theory 581

Phi phenomenon 230

Phobia 650

Phonemes 99

Physical therapies 635

Piagets theory ofintelligence 532

Pitch, physical basis for 175

Place learning 309

Placebo effects 49

Play 534

Population 65

Prejudice 673

Prenatal influenceson behavior 404

Pressure, sense of 189

Primary colors 69

Probability 56

Problem-solving 262

Psychosomaticdisorders 495

Punishment training 655

Reaction formation 474

Reflex 124

Regression 440

Reinforcement 289

Releaser 386

Repression 374

Response 15

Resting potential 114

Retention 360

Retina 155

Reversibility 536

Rods 166

Schizophrenia 610

Science 8

Self-concept 660

Sensation,measurement of 212

Skewed distribution 57

Smell 189

Social attraction 690

Social psychology 660

Sound 178

Spinal cord 121

Split-brain preparation 146

36


Sample Text: ReadingMagazines

Mega Learning

This WeeksNews In Review

Volume 1, Issue 1

July 31, 2010

Problems In SomaliaThe conflict in Somalia

continues to concern all theJoint Chiefs of Staff. Theabundance of weaponryavailable to the Mogadishuterrorist threatens thesecurity of our troops.Most soldiers are more

worried about getting a hotshower and staying intouch with their loved ones.Sorry about missingChristmas, they frequentlylaugh about the number ofshopping days left and theirinability to find a mall to dotheir shopping.One corporal hung a

large red stocking in histent. He hopes to fill it withthe presents his family willbe sending over the nextfew weeks.Another soldier, a

Marine with 18 years underhis belt, finds Somaliconditions very difficult.There are outbreaks of

malaria caused by theswarms of mosquitoes. Youoften wake up with coldand hot flashes, and thereare scorpions and cobrashiding in the brush. Thethorn trees and bristles tearat your flesh when you

walk through them.Corporal Solvent was in

the Gulf last year and saidSomalia is a far moredifficult place to serve hiscountry. The people dontwant us and we constantlyhave to stay vigilant forsnipers.Armored vehicles,

blown apart by gunfire, canbe seen lying about thecountryside. As warlordsthreaten to attack bothcivilians and servicemen inretaliation for the perceivedinvasion of the country, thesituation is described as...

Understanding the ProblemThe most important possessions for an

average man in Somalia are his camel, hiswife and his weapon. Trying to take theweapons away from the Somali will provevery difficult. Without his weapon, a manhas no way to protect his family from theunknown enemies that constantlythreaten. No one will ever consider givingup their weapons; yet this is the very thingthat the U.S. envoy is trying toaccomplish. The success of his mission is

very much in doubt as fewer and fewerpeople seem willing to even consider hisproposal.One UN official expressed grave

concerns that anything could ever beaccomplished until the Somali peoplechange their fundamental valuesconcerning weapons. It is not simply amatter of sending in more troops, but amatter of changing the conditions thatrequired the troops in the first place.

Inside This Issue:Problems in Somalia 1

Science and God 2

The Election 2

Stocks Soar 3

Cure on theHorizon 4

Speed ReadingBreakthrough 4

Lunar RockReveals Secrets 5

Discover ten tipsfor improving yourreading ability

How to boostcomprehension

How to increasereading speed

Secrets for retainingand recalling text

How to boostyour emotionalintelligence

Determining whatmaterial to study fortests and meetings

ML

37


MindMapSummarizing Skimming

Chunk down.

Get the big picture.

Read at triple speed.

How familiar is the material?

How long will it take to learnthe material?

Is the main text relevant?

Is the embedded informationfamiliar to you?

Read embedded information first ifstory is relevant and embeddedinformation is new.

How much do you need to learn?What is your purpose?

Does the book target your subject?

Is the material familiar to you?

How is the book organized?

Skimming

Embedded storiesand footnotes

Contents page

Complicatedmaterial

Index

Charts and diagrams

Review books cover

HowTo IncreaseAlertness

1. March in place.

2. March in place and swing arms from one side to the other.

3. Raise your right hand above your head and say, I feel energized!

4. Squeeze your right hand tightly and pull it to the side saying, Yes I do!

38


39


The Four Types of Reading

Pleasure Reading

Do not skim

Do not review

Read at optimum rate for pleasure

NOTES

Pleasure ReadingNonfiction

40

MAXIMUMSPEEDREADING the four types of reading

Skim

Read

Review

Fiction

Plot

Character

Atmosphere

Theme

Gwenevere

Arthur

Senses

Lancelot

SeeHearSmellTouch

41


Nonfiction

Who

What

Where

When

Why

How

Why

How

Where

What

When

Who

JohnKennedy

How-to Books Perform a short skim

Spend the majority of time reading

Brief review of key points

Studying Skim and spend half your time reading

Spend half of your time reviewing

Technical Text Skim quickly

Spend 10% of your time reading

Spend 90% of your time reviewing

ReadingMath Get the big picture

Copy the example and think about each step

Replicate the example without looking in the book

Practice problems

ReadingComputer Screens Put scroll on

Move your cursor like a hand

Highlight and print out relevant sections

42


43

MindMapSummarizing The Four TypesOf Reading


OverviewChunk down

OverviewChunk down

10% reading90% reviewing

50% reading50% reviewing

OverviewChunk down

First things first

Skim

Read

Review

Skim

Read

Review

No skim

Speed through boring sections

No review

Skim

Read

Review

Four TypesOf Reading

Pleasure

How-to Books

Technical

Study

The Four Learning Levels

AwarenessThe main concept

FamiliarPrimary category

StudyingMain examples in each category

TechnicalFiner details

The Four Learning Levels Example

Main ConceptWhat is a disease?

Main CategoryList the 5 things that cause disease.

Main Examples In CategoryName the 3 types of bacteria.

TechnicalWhat causes tetanus?

44

MAXIMUMSPEEDREADING the four learning levels

MindMapSummarizing The Four Learning Levels

45

MAXIMUMSPEEDREADING the four learning levels

BacteriaFungusVirusProtozoanRickettsia

BacilliCocciSpirilla

Disease causes

Three typesof bacteria

Tetanus

What is a disease

The FourLearning Levels

Technical

Main Concept

Main Category

Main Examples

HowTo IncreaseMemoryAndRecall

HowToUseRepetition AndMultiple Senses

Index Cards

Useful for concepts and definitions

Write data and key on card

Shuffle

If an error is made, write it down correctly while saying it aloud 25 times

Repeat above steps until no more errors are made

Write it down 25 times

Say it aloud

Repeat until all are correct

Memory Cards

If error is made

Write down question and answer

Shuffle

46

MAXIMUMSPEEDREADING how to increase memory and recall

47


HowToUseMusic To IncreaseRetention

Brain has 60 beats per minute

Pairing music with this beat helps imprint information into memory

MemoryMusic

Play continuously

Use one beat /secondmusic tape

Record in four-secondincrements

Speak for four seconds

Keep quiet for four seconds

NOTES

HowToUseMemoryPegs ToBoost Retention

Started by the Greeks

Associate familiar object with new object to be learned

Use an imaginary picture that creates a powerful emotional response

Pegging Practice Exercise

Pole Soda

Socks Notes

Wheelbarrow Octopus

Window Line

Starfish Toes

48

Pegging

Link two objects

Picture new object

Picture familiar object

Create a picture

Exaggerate image

Make it very emotional


49


UsingMnemonics To IncreaseRetention

Excellent for lists

Creates a link between a large number of items and a single trigger that helps youremember them

ExamplesOfMnemonics

Colors of the rainbow: ROY G. BIV

Characteristics of living systems: SMM IGR SAC

MnemonicsTake first letterof each object

Remember lists

Make a word

Make a phrase

50

Mnemonics PracticeOne

Memorize A List

ArteryArterioleCapillaryVenuleVein

Mnemonics Practice Two

Make A Phrase

Artery Arteriole Capillary Venule Vein

Alex Always Calls Voluptuous Villains

Artery Arteriole Capillary Venule VeinBlood away from the heartBlood towards the heartBig small smallest small Big


51


TheThree TypesOfMemory

1. Short-term

2. Intermediate

3. Long-term

The Memory Curve

0 1 2 3 4 5 6Hours

%Remembered

First Trial

Second Trial

Final Trial

0

100

52

Note Taking

QUESTION

What are the ninecharacteristics of aliving system?

ANSWER

Specific organization,metabolism, movement,irritability, growth,

reproduction specialization,adaptation, control

PAGE

P 8. Biology for Today


53


Attack on Canada

During the War of 1812, many Americans

believed that conquering Canada could be

easily accomplished

for several reasons.

Canada had a very

low population and

French Canadians

were not fond of

English rulership.

Moreover, many

major Canadian

settlements were near the United States.

Montreal, Canadas strategic center, was

only thirty miles north of New York State.

Canada resists attack

Unexpectedly, Canada withstood American

invasion attempts. Americas army was

almost completely unqualified to launch an

assault. The standing army included only

6,000 soldiers who were scattered

throughout the frontier. Americas top

commanders were veterans of the

Revolution and too old to successfully

fight a new war. In fact, there wasnt even

a single general in command of the entire

war effort, and no coordinated plan on

how to fight the war existed.

The failure of militia

Lacking sufficient

regular troops,

President Madison

requested the states

to provide militia.

Many governors

refused to provide any

troops. This included many vital New

England states. Moreover, New Yorks

militia refused to enter Canada to wage a

war, and they were content to only fight to

defend their state if invaded. To make

matters worse, militia men were poorly

trained and often fled during a battle. Their

lack of discipline, training, and reliability

played a major role in Americas failed

attempt to conquer Canada.

Note Taking Practice:The War of 1812

54

Canadian military preparedness

Unlike Americas poorly prepared military,

Canadian military forces had excellent

leadership. They quickly conquered forts in

Detroit and two

forts on Lake

Michigan. When

America

launched an

attack across the

Niagara River it was quickly turned back.

Success in the west

failure in the east

In 1813, Commodore Oliver H. Perry

fought and won a brilliant battle against

a British fleet on Lake Erie. This defeat

forced the British to retreat from Detroit.

A future American President, William

Harrison, led a force of Kentucky militia

who defeated the British army at the battle

of the Thames. These Western victories

were offset by Americas inadequate

military leadership in the East. Attempted

invasions into Canada from Sackett Harbor

and Lake Champlain all failed.

The significance of Napoleons defeat

Napoleons defeat in Europe in 1814

enabled England to send much stronger

forces to America. Over 10,000 British

veterans, under the Command of Sir John

Prevost, advanced toward America. This

force was triple the size of the American

force opposing it at Plattsburgh. By now,

older American military leaders were

retired and replaced by younger, more able

leaders. General

Alexander Macomb

lead the American

land forces at

Plattsburgh.

Commodore Thomas

Macdonough

commanded a small

fleet. Although their

forces were much

smaller than the British, under their

capable leadership they inflicted heavy

losses upon the British which prompted

them to retreat back to Montreal.


55


Questions

1. List three reasons why America believed Canada would be easy to conquer.

2. Why was Canada able to withstand an American invasion?

3. What was President Madisons solution for adding soldiers to the war?

4. Why didnt Madisons solution work?

5. Describe Canadian military preparedness.

Vocabulary

Montreal

President Madison

Commodore Oliver H. Perry

William Harrison

Sir John Prevost

General Alexander Macomb

Commodore Thomas Macdonough

56

SampleNotes For QuestionsThe War of 1812 America fought English and Canadians. P 53

Attack on Canada Americans believed Canada would quickly lose. Canada had a low population, French Canadiansdisliked England, and Montreal was a major targetand close to the United States. P 53

Canada resists attack Canada resisted attack. America had only 6,000.regular soldiers. Top American commanders wereold Revolutionary War veterans. No general commandedentire army. There was no coordinated battle plan. P 53

The failure of militia Many states refused to send troops. NYS militia refusedto invade Canada. Militia were poorly trained and oftenfled during battles. P 53

Canadian military Canadian troops were disciplined and well trained.preparedness Conquered forts in Detroit and two forts on

Lake Michigan. P 54

Success in the west 1813: Commodore Perry defeated British on Lake Erie.failure in the east Forced British to retreat from Detroit. William Harrison

defeated English at Battle of Thames. Attempts to invadeCanada failed at both Sackett Harbor and Lake Champlain. P 54

The significance of Napoleons defeat enabled England to send moreNapoleons defeat seasoned troops. Over 10,000 came under Command of

Sir John Prevost. P 54

List 3 reasons why Canadas population was low.America believed Canada French Canadians didnt like English.would be easy to conquer? Montreal, the major target, was only 30 miles from NYS. P 54

Why was Canada able to America had only 6,000 regular troops.withstand an American American leaders were old.

invasion? No single general commanded entire army. There was no coordinated plan. P 54

What was President States should provide militia.Madisons solution for

adding soldiers to the war? P 54

Why didnt Madisons Many states refused to send troops.solution work? Many New England states refused to send troops.

New York State militia refused to invade Canada. Would only defend NYS. P 54

Describe Canadian Excellent leadership and well trained.military preparedness P 54


57


Montreal Canadas strategic center. Only 30 miles from NYS. P 53

President Madison President during War of 1812. P 53

Commodore 1813: Perry fought and defeated British fleet on Lake Erie.Oliver H. Perry Forced English to retreat from Detroit. P 54

William Harrison Future President. Led Kentucky militia. Defeated British at Battle of Thames. P 54

Sir John Prevost 10,000 English troops were lead byhim following defeat of Napoleon. P 54

General Lead American forces at Plattsburgh andAlexander Macomb defeated much larger British invasion force. P 54

Commodore Thomas Commanded American fleet at Plattsburgh and helpedMacdonough defeat much larger British invasion force. P 54

SampleNotes For Vocabulary

58

Making TheTransition FromReading To Learning

The Difference Between Data, Information, And Understanding

DATA LITERAL READING SKIM, READ, REVIEW

INFORMATION IMPLIED ASSOCIATION RELATIONSHIPS,SIMILARITIES,DIFFERENCES,PATTERNS, CONTEXT

UNDERSTANDING INFERENTIAL PROJECTION QUESTIONING, IFTHEN?;WHAT IF?;CONSIDER ALTERNATIVES


59


Exercise Four: Reading For Comprehension Get a familiar book

Skim the entire book in under 15 minutes

In the next 30 minutes: Read the book at your top reading speed Review Use study skills Use memory skills to lock in new information

NOTES

60

MemoryMusic

The following is a lists of some music that I have found useful for improving my memory, learningstate, and recall of information:

Bach: Largo from Harpsichord Concertoin F Minor

Bach: Air on the G String

Bach: Oboe Concerto in D minor

Pachelbel: Canon

Corelli: Largo from Concerto Number 7in D Minor, Opus 5

Vivaldi: Largo from Concerto in D Majorfor Guitar and Strings

Vivaldi: The Four Seasons: Springmovement 1

Mozart: Eine Kleine Nachtmusikmovement 1

Mozart: Piano Concerto No. 21Elvira Madigan movement 11

Debussy: Clair de Lune

Tchaikovsky: Swan Lake

Tchaikovsky: The Nutcracker

Strauss: Blue Danube Waltz

Rachmaninoff: Piano ConcertoNo. 2, movement II

Wagner: Die WulkureRide of the Valkyries

Rossini: William Tell Overture

Beethoven: Symphony No. 9Choral Movement IV

Chopin: Nocturne Op. 9, No. 2 in E Flat

Chopin: Prelude: Op. 28, No. 20 and 4(Medley)

Chopin: Nocturne: Op. 55, No. 1 in F Minor

Chopin: Etude: Op 10, No. 3 in E

Chopin: Prelude: Op. 28, No. 15 in D Flat(Raindrops)

Offenbach: Barcarolle fromThe Tales of Hoffmann

Sibelius: Valse Triste

Liszt: Liebestraum No. 3 in A Flat

Boccherini: Minuet

Mascagni: Intermezzo sinfonico fromCavalleria rusticana

Dvorak: Symphony No. 9From the New World, 2nd movement

Handel: Largo from Xerxes

Grieg: Ases Death from Peer Gynt

Schubert: Ave Maria

Mahler: Symphony No. 3, 2nd movement


61


NOTES

62

NOTES

NOTES

63

64

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Some images 2001-2003 www.clipart.com

Howard Stephen BergE-mail: [email protected]

MAXIMUMSPEED

LEARNINGBy the

WORLDS FASTEST READER

HOWARD STEPHEN BERG

Copyright 2003, 2002, 2001 Howard Stephen Berg.

All rights reserved. No part of this workbook may be reproduced in any form

or by any means without permission in writing from

HOWARD STEPHEN BERG.

Updated 2013

IMPORTANTTo begin Please save thisworkbook to your desktopor in another location.

MAXIMUMSPEED LEARNING contents

2

Getting Started

How To Use The Maximum Speed Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Scheduling Your Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Brain-Based Learning

Brains Learning Potential . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Survival Underlies All Brain Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Learning Is Multi-path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Your Brains Three Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

The Importance Of Significance In Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

The Importance Of Emotion In Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

The Importance Of Biological Cycles To Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

The Importance Of Lighting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Effects Of Color On Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Effects Of Temperature And Dehydration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Choosing The Correct Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Choosing The Perfect Learning Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Using Your Senses To Enhance Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Studying Using Accelerated Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Boosting Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Using Eye Movements To Enhance Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Howard Gardners Seven Intelligences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Increasing Emotional Intelligence

How To Relax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Learning Is State Dependent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Exercise Demonstrating Importance Of State Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12


3

Creative Blockbusting&OvercomingWriters Block 1

The Four Types Of Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

The Four Writing Stages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

The Learners Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Make Lists Of Your Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

List Organized Into Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Block And Copy List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Organizational Formats For Creative Blockbusting 1

Reporters Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18


Book Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20


The Four Levels Of Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Non-Linear Outlining Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Organizational Formats: Brain Drawings: American History Lesson . . . . . . . . . . . . . . . . . . . .23

Putting Organizational Frameworks To Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Using the Computer To Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Writing The Rough Draft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Starting The Creative Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Writing Efficiency Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Releasing Your Creative Potential . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Dealing With Blocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Using Alternate Writing Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Overcoming Distractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Writing Over A Period Of Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Returning to Uncompleted Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Maximizing Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Revising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Practicing Reading In SubjectMatter Areas

History: The War Of 1812 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Sample Notes For Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Sample Notes For Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Chapter 12: The Circulatory System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Sample Notes For Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Sample Notes For Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Biology Mind Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

SpeedMultiplication

Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Two Numbers Near 100 And Both Greater Than 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Two Numbers Near 100 And Both Less Than 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Math Note-Taking Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Speed Multiplication Mind Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

MindMapPractice

Cinderella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

HowToRead Letters

Letter One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

Letter Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Letter Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

Letter Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

Letter Five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

CreativityMusic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

4


5Dear Friend,

Thank you for purchasing Maximum Speed Learning. This program is designed to

compliment the results obtained from Maximum Speed Learning. It provides

additional hand motions and memory strategies, and it focuses upon using the

information gathered from reading. Strategies for achieving peak learning are

also covered. You will learn how to get into a flow state for problem solving and

for overcoming writers block, and you will have the opportunity to practice all

your skills in a variety of subject areas.

My reading strategies have enabled me to read up to 80 pages per minute and

write over 100 words per minute. In our information-rich world, your ability to

learn and apply information determines your ability to succeed. I know that my

strategies will help you fulfill your dreams and objectives by empowering you

with better information to base your decisions upon.

Your friend,

Howard Stephen Berg

The Worlds Fastest Reader

MAXIMUMSPEED LEARNING

MAXIMUMSPEED LEARNING getting started

6

Getting Started

HowToUseMaximumLearningTM

The Program

To get the benefits of the Maximum Learning program, follow the instructions given in thissection. Begin by playing each CD in sequence and following along with the page in theworkbook at home. The drills on how to overcome writers block and get into a flow stateshould be done while seated at a table with a writing pad available for practice. The programconcludes with practice reading in various subject matter areas. Use the materials printed inthe workbook, and read them while seated at a desk or table.

How can you get the most out of this writable workbook? Research has shown that the moreways you interact with learning material, the deeper your learning will be. Nightingale-Conant hascreated a cutting-edge learning system that involves listening to the audio, reading the ideas in theworkbook, and writing your ideas and thoughts down. In fact, this workbook is designed so thatyou can fill in your answers right inside this document.

For each session, we recommend the following:

Preview the section of the workbook that correspondswith the audio session, paying particular attention to the exercises.

Listen to the audio session at least once. Read the text of the workbook.

In addition to the exercises and questions, weve created an ijournal to make this an even moreinteractive experience for you. At the end of this guide, you can write down any additionalthoughts, ideas, or insights to further personalize the material. Remember, the more you applythis information, the more youll get out of it.

MAXIMUMSPEED LEARNING getting started

7

Scheduling Your Studies

Maximum Learning is broken down into several modules that include:

Brain-based learning strategies.

How to overcome writers block and get into a flow state.

Practicing your skills in a variety of subject matter areas.

You can study each individual section at a different time, but complete an entire section during asingle study session.

Brain-Based Learning

Brains Learning Potential

Brain has one hundred billion cells. Number of connections you brain can make is 10800. More than the number of atoms in the known universe.

Survival Underlies All Brain Functions

Brain learns patterns that lead to survival.

Learning IsMulti-path

Even simple learning events stimulate numerous regions of the brain.

Your Brains Three Parts

Cortex. Mid-brain. Brain stem.

The ImportanceOf Significance In Learning

Brain finds patterns. Understanding comes by relating what we learn to our personal life. Understanding patterns discloses their significance.

The ImportanceOf Emotion In Learning

Feeling something is true is necessary for learning to take place. Your emotions are controlled by the limbic system.

8

MAXIMUMSPEED LEARNING brain-based learning

9MAXIMUMSPEED LEARNING brain-based learning

The ImportanceOf Biological Cycles To Learning

Time of day and other cycles can affect learning ability. Biological cycles affect your ability to remember and learn. Breathing has cycles of about 3 hours in length. Peak learning often occurs in the late afternoon and early evening.

The ImportanceOf Lighting

Brain responds to movement, contrast, and color changes. Intense and specific visual information boosts understanding.

Effects Of Color On Learning

Red is stimulating. Yellow can cause stress and is mentally stimulating. Blue calms. Green calms. Darker colors mitigate stress. Bright colors increase energy levels.

Effects Of TemperatureAndDehydration

6872 degrees is ideal temperature for learning. Need to drink as many as 15 glasses of water each day.

Choosing TheCorrect Clothing

Formal or informal.

Choosing ThePerfect Learning Location

Desk. Chair.

UsingYour Senses To Enhance Learning

Vision. Hearing. Taste. Smell. Touch.

Studying UsingAccelerated Learning

Set goals. Skim the material. Create questions. Read for meaning. Summarize key meanings. Use the information. Visualize using the information in the future.

BoostingMeaning

Make it important. Relate it to a feeling. Look for the context or theme.

10


11


Using EyeMovements To Enhance Learning

Visual: eyes look up. Auditory: eyes look towards the ears. Kinesthetic: eyes look down to the right. Past: generally towards the left. Future: generally toward the right.

HowardGardners Seven Intelligences

Verbal-linguistic. Musical-rhythmic. Bodily-kinesthetic. Spatial. Mathematical-logical. Intrapersonal. Interpersonal.

Increasing Emotional Intelligence

HowToRelax

Using breathing. Using breathing and colors. Using relaxation response.

Learning Is StateDependent

State you are in during learning is the state you need to be in when using the information.

ExerciseDemonstrating Importance of State Learning

Get a partner. Hold out your arm and have them try to push your arm down. Look down and think of something terrible. Have them push your arm down. Look up and feel wonderful. Have them push your arm down again.

12

MAXIMUMSPEED LEARNING increasing emotional intelligence

13

MAXIMUMSPEED LEARNING creative blockbusting & overcoming writers block

Creative Blockbusting&OvercomingWriters Block

The Four TypesOfWriting

Personal: focused upon the recipient. School: focused upon the instructor. Business: focused upon the client or supervisor. Professional: focused upon the audience.

The FourWriting Stages

Getting started. Creating a rough draft. Revising. Completion.

Getting Started

State your purpose. Let your ideas flow freely. Make no attempt to criticize or refine these ideas. Imagine the person you are writing for sitting in front of you and analyze theirlearning mode.

Visual Bright or dim. Near or far. Color or black and white. Big or small.

Auditory Loud or soft. Rhythmic or noisy. Fast or slow.

Kinesthetic Relaxing or stressful. Soft or hard. Wet or dry.

The LearnersMode

Adapt your language to fit the readers learning mode.

14


15


Make Lists Of Your Ideas

Random list.

Question: What are some things you would do if you suddenly inherited a great sum of money?

Answers:Take a vacationBuy a homePurchase a carInvest the moneyTravel to RomeTravel to EnglandPurchase a homePurchase stocksDonate money to charityPay billsPay college loanHelp friendsTravel to London

List Organized Into Categories

1. Vacationa. Travel to England

i. Travel to Londonb. Travel to Rome

2. Purchase a home

3. Purchase a car

4. Invest the moneya. Purchase stocks

5. Donate money to charitya. Help Friends

6. Pay billsa. Pay college loan

16


17


BlockAndCopy List

Vacation

Travel to England(Begin writing here as if answering an essay test question.)

Dear Vicki:

I am trying to write about a vacation to England that I want to take, but I dont know what tosay. I cant remember if I want to go to the Tower of London or to see Big Ben first. I knowthere are many things in England I would like to see, like Stonehenge, Stratford, the birthplaceof William Shakespeare

Travel to London

Travel to Rome

Purchase a home

Purchase a car

Invest

Purchase stocks

Donate money to charity

Help friends

Pay bills

Pay college loan


Reporters Format

Who What Where When Why How

Who,What, Where, When, Why, How

Invest

Who will you be investing for?YourselfSpouseChildrenParents

What will you invest in?BondsCDs90 day paperStocksSmall companiesMedium companiesLarge companiesTreasury Notes

Where will your investments be located?U S.EuropeAfricaAsia

18

MAXIMUMSPEED LEARNING organizational formats for creative blockbusting 1

19


When will you be investing?NowOn a regular scheduleIn the future

Why are you investing?CollegeRetirementHouse paymentWealth-building

How will you invest?Automatic withdrawalBrokerAdvice from friendsPersonal skills

20


Book Format

Beginning, Middle, End.

Past, Present, Future

Who are you investing for?PastPresentFuture

What are you investing in?PastPresentFuture

Where will your investments be?PastPresentFuture

When will you be investing?PastPresentFuture

Why are you investing?PastPresentFuture

How will you invest?PastPresentFuture


21



The Four Levels Of Consciousness

Physical, Emotional, Mental, Spiritual.

Physical InvestPast

Who, what, where, when, why, and howPresent

Who, what, where, when, why, and howFuture

Who, what, where, when, why, and how

Emotional InvestPast




Mental InvestPast




Spiritual InvestPast




22

Non-Linear Outlining Strategy

We often find that one cause has several effects

East India Company grantedmonopoly on tea

Colonists rebel

Colonists refuseto buy tea

Enrages King

Boston throws teainto ocean

Parliament institutesIntolerable Acts

and that several causes lead to one effect

Intolerable Acts

Tea Tax

British East IndiaMonopoly

ParliamentpassesTea Tax

Colonistrevolt

EFFECTS/RESULTS

CAUSE

CAUSE

EFFECTS/RESULTS


23


British National Policy

Organizational Formats: Brain DrawingsAmerican History Lesson

Parliament and theAmerican Revolution

Colonial Foreign Policy

Economic Ideas

Protect EastIndia Company

Increase KingGeorges power

Grant East IndiaCompany monopoly

Place Tea Taxon colonists

No representationfor colonists

Tax colonists

PuttingOr

Documents

BK_NTGL_000238dfdf