Introduction: Science of Learning
Holmes :
Sherlock Holmes rose and lit his pipe. "No doubt you think that you are complimenting me in comparing me to Dupin," he observed. "Now, in my opinion, Dupin was a very inferior fellow. That trick of his of breaking in on his friends' thoughts with an apropos remark after a quarter of an hour's silence is really very showy and superficial. He had some analytical genius, no doubt; but he was by no means such a phenomenon as Poe appeared to imagine."
"Have you read Gaboriau's works?" I asked. "Does Lecoq come up to your idea of a detective?"
Sherlock Holmes sniffed sardonically. "Lecoq was a miserable bungler," he said, in an angry voice; "he had only one thing to recommend him, and that was his energy. That book made me positively ill. The question was how to identify an unknown prisoner.
I could have done it in twenty-four hours. Lecoq took six months or so. It might be made a textbook for detectives to teach them what to avoid."
Sherlock Holmes rose and lit his pipe. "No doubt you think that you are complimenting me in comparing me to Dupin," he observed. "Now, in my opinion, Dupin was a very inferior fellow. That trick of his of breaking in on his friends' thoughts with an apropos remark after a quarter of an hour's silence is really very showy and superficial. He had some analytical genius, no doubt; but he was by no means such a phenomenon as Poe appeared to imagine."
"Have you read Gaboriau's works?" I asked. "Does Lecoq come up to your idea of a detective?"
Sherlock Holmes sniffed sardonically. "Lecoq was a miserable bungler," he said, in an angry voice; "he had only one thing to recommend him, and that was his energy. That book made me positively ill. The question was how to identify an unknown prisoner.
I could have done it in twenty-four hours. Lecoq took six months or so. It might be made a textbook for detectives to teach them what to avoid."
My beliefs
There's a Sherlock in Everyone.
~S-Lock
1. There are different types of talent in this world.
I taught before students who are gifted in the ways below.
a) Fast Learner of patterns
b) People with good audio memory
c) People with good visual memory
d) People with rich experiences
e) People good at connecting dots
f) People with abundance of Energy
g) People with awesome motor learning
2. For an average person, just using a sets of methods below,
he can perform any tests professionally even when inspected by a
trained eye.
Some of my friends know that I am very interesting in "Mind Programming"
(I coined this termed myself, some call it neurolingusitic programming NLP, but I find it too brief).
Step 1) Perception Learning
Neuro-Pyschology: Recognising all the stimulus that has been perceived before.
For my computer friends: Allocating space and variable in mind for input
Normal People: Recognise what question asking.
~This is one of the reasons why older generation people use mind maps to write out stimulus.
Step 2A) Classical Conditioning (Can be external or internal but common science normally external)
Neuro-Pyschology: Unimportant Stimulus "becomes" important stimulus.
For my computer friends: Setting up pointers in the brain
Example:
When you read the word Weight,
Your subconscious imagines a lady watching her weight shouting "My Godddd"
So you read "Weight" = you hear "My God"
W=mg
After some time, according to Hebb rule, your mind should have changed mental circuit,
enabling you to remember the formula even though you forgotten the stimulus
(*There are also many other interesting ways and tricks to exploit the internal stimulus)
You know a conjurer gets no credit when once he has explained his trick;
and if I show you too much of my method of working,
you will come to the conclusion that I am a very ordinary individual after all.)
Step 2B) Operant Conditioning (Can be external or internal but common science makes it external)
Neuro-Pyschology: Reinforcers and Punishers to alter behaviour frequency
For my computer friends: Programming Ai or game theory programming of chess via points.
Example:
A series of easy questions performed well, will motivate person to attempt harder ones.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
So Summary:
During Revision for Test
RULE NO1
"I never guess. It is a shocking habit,—destructive to the logical faculty. "
Method for Revision
1) Advance* Prepare a plan of your learning
~A skillful workman is very careful indeed as to what he takes into his brain-attic.
He will have nothing but the tools which may help him in doing his work
2) Learn what Stimulus see
~You see, but you do not observe. The distinction is clear.
3) See carefully
~The little things are infinitely the most important.
4) At MCQ, remove the impossible
~when you have eliminated all which is impossible,
then whatever remains, however improbable, must be the truth
5) When attempting Question you cant do, take your time to think.
~'There is nothing new under the sun. It has all been done before.'
6) Check your answer and check your goals will be supported by your actions
And use of Classical and Operant Conditioning. *An Art~
~In solving a problem of this sort, the grand thing is to be able to reason backward
7) Willing is not enough one must do.
~You know my methods. Apply them.
8) Do properly and neatly so that the brain will store in motor or position memory
~Things must be done decently and in order.
9) Teach others, mention me S-LOCK!!!
~Nothing clears up a case so much as stating it to another person.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
If you can perform these tasks, Scoring is Elementary.
But sadly some teachers don't tell you what are the stimulus and what behaviour you should chain them with.
~Old Chen, Chief writer of S-Lock
The theories which I have expressed there, and which appear to you to be so chimerical, are
really extremely practical — so practical that I depend upon them for my bread and cheese.
I taught before students who are gifted in the ways below.
a) Fast Learner of patterns
b) People with good audio memory
c) People with good visual memory
d) People with rich experiences
e) People good at connecting dots
f) People with abundance of Energy
g) People with awesome motor learning
2. For an average person, just using a sets of methods below,
he can perform any tests professionally even when inspected by a
trained eye.
Some of my friends know that I am very interesting in "Mind Programming"
(I coined this termed myself, some call it neurolingusitic programming NLP, but I find it too brief).
Step 1) Perception Learning
Neuro-Pyschology: Recognising all the stimulus that has been perceived before.
For my computer friends: Allocating space and variable in mind for input
Normal People: Recognise what question asking.
~This is one of the reasons why older generation people use mind maps to write out stimulus.
Step 2A) Classical Conditioning (Can be external or internal but common science normally external)
Neuro-Pyschology: Unimportant Stimulus "becomes" important stimulus.
For my computer friends: Setting up pointers in the brain
Example:
When you read the word Weight,
Your subconscious imagines a lady watching her weight shouting "My Godddd"
So you read "Weight" = you hear "My God"
W=mg
After some time, according to Hebb rule, your mind should have changed mental circuit,
enabling you to remember the formula even though you forgotten the stimulus
(*There are also many other interesting ways and tricks to exploit the internal stimulus)
You know a conjurer gets no credit when once he has explained his trick;
and if I show you too much of my method of working,
you will come to the conclusion that I am a very ordinary individual after all.)
Step 2B) Operant Conditioning (Can be external or internal but common science makes it external)
Neuro-Pyschology: Reinforcers and Punishers to alter behaviour frequency
For my computer friends: Programming Ai or game theory programming of chess via points.
Example:
A series of easy questions performed well, will motivate person to attempt harder ones.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
So Summary:
During Revision for Test
RULE NO1
"I never guess. It is a shocking habit,—destructive to the logical faculty. "
Method for Revision
1) Advance* Prepare a plan of your learning
~A skillful workman is very careful indeed as to what he takes into his brain-attic.
He will have nothing but the tools which may help him in doing his work
2) Learn what Stimulus see
~You see, but you do not observe. The distinction is clear.
3) See carefully
~The little things are infinitely the most important.
4) At MCQ, remove the impossible
~when you have eliminated all which is impossible,
then whatever remains, however improbable, must be the truth
5) When attempting Question you cant do, take your time to think.
~'There is nothing new under the sun. It has all been done before.'
6) Check your answer and check your goals will be supported by your actions
And use of Classical and Operant Conditioning. *An Art~
~In solving a problem of this sort, the grand thing is to be able to reason backward
7) Willing is not enough one must do.
~You know my methods. Apply them.
8) Do properly and neatly so that the brain will store in motor or position memory
~Things must be done decently and in order.
9) Teach others, mention me S-LOCK!!!
~Nothing clears up a case so much as stating it to another person.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
If you can perform these tasks, Scoring is Elementary.
But sadly some teachers don't tell you what are the stimulus and what behaviour you should chain them with.
~Old Chen, Chief writer of S-Lock
The theories which I have expressed there, and which appear to you to be so chimerical, are
really extremely practical — so practical that I depend upon them for my bread and cheese.
Lastly if its not useful, if its not comfortable, its not really my style of learning.
~Old Chen
~Old Chen