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status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
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repetition number in this series | 0 | memorised on | scheduled repetition | ||||

scheduled repetition interval | last repetition or drill |

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started reading on | finished reading on |

status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
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repetition number in this series | 0 | memorised on | scheduled repetition | ||||

scheduled repetition interval | last repetition or drill |

For all values of x in U, the statement P(x) is true; For each x in U, the statement P(x) is true; The statement P(x) is true for all x in U; All values of x in U satisfy the P(x)

status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
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repetition number in this series | 0 | memorised on | scheduled repetition | ||||

scheduled repetition interval | last repetition or drill |

For all values of x in U, the statement P(x) is true; For each x in U, the statement P(x) is true; The statement P(x) is true for all x in U; All values of x in U satisfy the P(x)

status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
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repetition number in this series | 0 | memorised on | scheduled repetition | ||||

scheduled repetition interval | last repetition or drill |

For all values of x in U, the statement P(x) is true; For each x in U, the statement P(x) is true; The statement P(x) is true for all x in U; All values of x in U satisfy the P(x)

status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
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repetition number in this series | 0 | memorised on | scheduled repetition | ||||

scheduled repetition interval | last repetition or drill |

For all values of x in U, the statement P(x) is true; For each x in U, the statement P(x) is true; The statement P(x) is true for all x in U; All values of x in U satisfy the P(x)

status | not read | reprioritisations | ||
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last reprioritisation on | reading queue position [%] | |||

started reading on | finished reading on |

status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
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repetition number in this series | 0 | memorised on | scheduled repetition | ||||

scheduled repetition interval | last repetition or drill |

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last reprioritisation on | reading queue position [%] | |||

started reading on | finished reading on |

status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
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repetition number in this series | 0 | memorised on | scheduled repetition | ||||

scheduled repetition interval | last repetition or drill |

the non-standard notation f ∗ (P) and f ∗ (Q) used in the first edition to the standard notation f (P) and f −1 (Q), respectively. Whereas the author still finds the notation used in the first edition superior in terms of avoidin

status | not read | reprioritisations | ||
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last reprioritisation on | reading queue position [%] | |||

started reading on | finished reading on |

the non-standard notation f ∗ (P) and f ∗ (Q) used in the first edition to the standard notation f (P) and f −1 (Q), respectively. Whereas the author still finds the notation used in the first edition superior in terms of avoiding confusion with inverse functions, he has deferred to requests from col

status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
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repetition number in this series | 0 | memorised on | scheduled repetition | ||||

scheduled repetition interval | last repetition or drill |

the non-standard notation f ∗ (P) and f ∗ (Q) used in the first edition to the standard notation f (P) and f −1 (Q), respectively. Whereas the author still finds the notation used in the first edition superior in terms of avoiding confusion with inverse functions, he has deferred to requests from coll

status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
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repetition number in this series | 0 | memorised on | scheduled repetition | ||||

scheduled repetition interval | last repetition or drill |

and f ∗ (Q) used in the first edition to the standard notation f (P) and f −1 (Q), respectively. Whereas the author still finds the notation used in the first edition superior in terms of avoiding confusion with inverse functions, he has <span>deferred to requests from colleagues and reviewers to switch to the standard notation <span><body><html>

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repetition number in this series | 0 | memorised on | scheduled repetition | ||||

scheduled repetition interval | last repetition or drill |

#has-images

Devouring knowledge Dr Piotr Wozniak Dec 2000 (revised June 2004) This article will tell you how to maximize the speed of learning. To fully use the discussed techniques you will need a computer running Windows, Internet Explorer andSuperMemo 2004 for Windows (freeware). If you do not have one of the above, skip the blue inserts. For simpler solutions that do not have these requirements read: Six steps to excellent memory Marvin Minsky: Our cultures don't encourage us to think much about learning. Instead we regard it as something that just happens to us. But learning must itself consist of sets of skills we grow ourselves; we start with only some of them and slowly grow the rest. Why don't more people keep on learning more and better learning skills? Because it's not rewarded right away, its payoff has a long delay Important! This article refers to older versions of SuperMemo. For the most up-to-date text, see: "Incremental learning." Contents

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ned in SuperMemo at the cost of 20 minutes per day in the first years of the process, and mere minutes in later years (assuming the original set is acquired in portions spread over 4 years in 30-50 min. sessions). Incremental learning ensures <span>high recall at a fraction of the cost in time (as compared to textbook learning). The incremental learning derives its name from the incremental nature of the learning process. In incremental learn

status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
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repetition number in this series | 0 | memorised on | scheduled repetition | ||||

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ning is. Narrow horizons and narrow perspectives only make it harder to further rationalize the selection of the learning material. Incremental learning is the opposite of the irrational school system learning in which a heavy focus is put on <span>just a few areas of knowledge in a semester (at the cost of other, equally important, areas of learning). General outline of incremental learning In incremental learning, you acquire and maintain knowledge using