Just finished a presentation on the course How to Learn.

Kind of related but this Man learned a language (Icelandic) in a Week.



And this Asian man memorized 100,000 digits from Pi.
It took him about 16 hrs 30 min to say all these numbers from memory.

https://www.theguardian.com/science...isation-world-record-japanese-akira-haraguchi

These people are Savants and have extraordinary specific skills to memorize quickly.

that asian man most likely got knocked in the head when he got stuff wrong as a child though. thats how they roll

Why is the a in about in the title page not capitalised? Under section 4 habit has two b characters. Under section 5 "make it easier" probably wants to be "makes it easier". You say the formatting got messed up in the export which is OK, if not I am not personally a great fan of the "justify" text layout (especially not combined with right aligned) for something I am supposed to read. Under the discussion of chunking "and then strung back together to through meaning" either wants to lose the to or change through to form.

No procedural memory in your discussion of the aspects of memory? I can understand not getting hung up on the full bore psychologist stuff but to ignore procedural memory in a discussion of learning is... a rather brave move.

I see no real mention of different strokes for different folks. There are opinions out there that for the most part (so someone not like those SG854 spoke of, which is to say basically everybody) people are the same and learn the same way, anecdotally I would heavily have to argue against that (In this case playing vehicle mechanic I have met those that could spend 50 hours in a class/book type environment and not learn a great deal, someone that in turn thrived under that scenario did not learn a great deal from being handed a socket set and saying get to it whereas the first was in turn able to appreciate the book stuff far more). Maybe it is the old Jesuit phrase (Give me the child for the first seven years and I will give you the man) but reality is I, and society at large, usually meet them at a later stage and undoing all that nurture is mightily hard on them and me where there are ways to take people in that state and make them useful without having to break them down. This is also before we get into discussions of age and neuroplasticity.

On the matter of sleep then while it may change learning in some manner it cuts the other way if you are trying to think of things -- there are any number of stories of drugs or ignorance in the face of "impossible" academic problems providing a solution.

As for the memory discussion in the comments

Amusingly one of the "tricks" mentioned there somewhat resembles the "mind palace" example in the PDF.