Super Learning:
Advanced Strategies for Quicker Comprehension,
Greater Retention,
and Systematic Expertise
Written by
Peter Hollins, narrated by russell newton.
Learning has never come easy for me,
which explains my standing as a
mediocre student from kindergarten to
twelfth grade and through college.
Even my parents seemed to intuitively
know how learning challenged me,
as they started to tell me about my
“street smarts” and how good I was
with my hands.
I assumed this was just so they could
find something to praise me about,
because they didn’t have the
opportunity to do so with my grades.
It was never something I struggled with
or felt bad about like other kids might.
I suppose some might have seen other
people at the top of the class and
become frustrated and jealous.
I just felt that everyone had something
to contribute in their own way and that
grades weren’t necessarily a measure
of my worth.
I know,
that’s pretty insightful for a child.
But in many ways,
it was also incredibly misguided.
It turns out I was right about grades
not being important.
Life is partially about whom you know,
but once you get there,
it starts becoming a meritocracy.
The concept of learning—the ability
to understand,
recall,
and use new knowledge—well,
that’s something that truly begins to
matter and can make all the difference
in your career,
relationships,
and happiness.
In fact,
it becomes the backbone of where you
end up,
though you might get a leg up on where
you start.
If you can learn quickly,
you can effectively walk the walk
before anyone catches on that you were
bluffing the entire time.
You can discover opportunities you
would never see if you were stuck
unable to understand something.
And you generally have the ability to
steer your life in whatever direction
you want because your ability to learn
is your only barrier to entry!
This was never more apparent to me than
at my first job.
I had a coworker named John,
and I started a few weeks before he did.
It soon become clear that he had lied
on his resume and faked his way through
his interview,
because he had no idea what his duties
were supposed to be or how to use the
industry-standard software that we were
all supposed to be proficient in.
At first,
I was angry and wanted to see justice
done.
But then a funny thing happened—he
was an immensely fast learner.
He had Post-it notes all over his desk,
had notepads full of notes,
and he always seemed to be writing sets
of three-step instructions for himself.
It was impressive to see his drive
toward learning,
and within months,
he was performing at right about my own
level of proficiency with everything he
had lacked before.
Sure,
he may have faked his way in,
but at this point,
there was no practical difference
between me and him.
He had learned how to do our job in
record time and stayed at the company
for years afterward.
You could call this a sobering epiphany
for how I thought about the processes
and value of learning.
Processes .- It can’t be that hard,
and there must be tried and true
systems people use to learn better.
After all,
the kids that had better grades than I
did definitely weren’t all smarter
than me,
right?
Value .- Wow,
learning can unlock so many doors.
I had no idea.
It applies to way more than work and
probably to my hobbies and daily life,
too.
Learning will get me where I want to be.
So what exactly is learning (not a
technical definition)?
Learning is how you create the life you
want.
Learning is the only way to create a
better version of yourself.
Learning is one of the most fundamental
skills you can possess because if you
don’t have it,
how will your existence change or
improve?
Welcome to accelerated learning,
where you can finally learn how to
learn.
Chapter 1.
Fertile Conditions To Learning.
How do we learn?
It seems like such a simple question,
but decades of scientific literature
tend to disagree with that notion.
We may simply consider learning an
activity we just started engaging in as
babies with no preparation.
In our school years,
we were the receptacles for a constant
flow of information and experiences.
And in most traditional settings,
instructors measured how well we
learned by how well we repeated the
information back to them.
We had no choice in the matter and
simply went along with what was
presented to us.
This data accumulation and
regurgitation almost suggest that
learning is an automated process that
we can only monitor,
not control.
In truth,
there are factors,
limitations,
and conditions that affect our ability
to learn.
Understanding these elements can help
you avoid mistakes and accelerate your
learning.
This book uses scientific principles
and methods that will help you learn in
a way that works best for you.
All mental activities,
including learning,
are influenced by internal and external
factors and conditions.
Some factors we can control;
others we have to overcome or work
around.
This first chapter discusses the
scientific principles that drive our
learning abilities and some of the best
practices we can use to expand learning
capacity.
In other words,
we must create fertile conditions for
learning;
otherwise,
we are sabotaging ourselves.
You wouldn’t try to learn to ski in a
desert,
would you?
The Human Attention Span.
One of the first conditions to learning
you must take into account is your
attention span.
Since 2006,
the nonprofit group Technology,
Entertainment and Design—universally
known as Ted—has produced a series of
online videos featuring influential
speakers and leaders from all walks of
business and life.
Ted Talks have become a viral source of
sharing ideas and spreading inspiration.
A big key to the success of Ted Talks
is their brevity - all of them are
capped at 18 minutes.
Ted curator Chris Anderson explained,
“It is long enough to be serious and
short enough to hold people’s
attention....
By forcing speakers who are used to
going on for 45 minutes to bring it
down to 18,
you get them to really think about what
they want to say.
What is the key point they want to
communicate?"
The overwhelming majority of Hollywood
movies run no longer than 150 minutes;
in 2016,
half of them ran two hours or less.
Movies are easier to sit through
because they’re essentially passive -
with the visuals taken care of,
we don’t have to use extra brain
energy to imagine them.
Ted Talks,
on the other hand,
are more active,
participatory,
and dense,
with few visual stimulants besides one
person moving around on a stage.
They have to be shorter.
There are no accidents here;
these stipulations are all intentional
to cater to the human attention span
and be as impactful as possible.
But Ted Talks and movies both consume
brainpower,
though at different rates.
At some point in the brain gets
fatigued and has to take a break to
recharge,
whether it’s through distraction or
relaxation.
Whether it’s a one-hour lecture or a
three-hour film,
that mental weariness eventually sets
in.
Studies have suggested that the
attention span of a healthy adult is,
on average,
15 minutes long.
Other studies (Microsoft Corporation)
assert that our immediate attention
span—a single block of
concentration—has fallen to an
average of 8.25 seconds.
That’s less than that of a goldfish,
which have been shown to be able to
maintain focus for a near-eternity of
nine seconds.
When we think about learning,
we can’t help but think about
attention,
and memory.
You can only learn as much as you can
pay attention to;
therefore,
much research in the area of learning
and retention focuses on the aspect of
time.
So,
how long can you focus for?
What’s the optimal time to structure
a study session,
for example?
Ellen Dunn of Louisiana State
University’s Center for Academic
Success suggests between 30 and 50
minutes is the ideal length for
learning new material.
“Anything less than 30 is just not
enough,” Dunn said,
“but anything more than 50 is too
much information for your brain to take
in at one time."
After the completion of one session,
you should take a five-to-ten-minute
break before starting another.
In the 1950s,
researchers William Dement and
Nathaniel Kleitman found that the human
body generally operates in 90-minute
cycles,
whether awake or asleep.
This pattern is called the “ultradian
rhythm."
The start of each cycle is defined as a
period of “arousal,” ramping up to
a mid-period of high performance before
finally decelerating in a period of
“stress."
Understanding how the 90-minute rhythm
cycle works in the context of the
greater 24-hour rhythm—the
“circadian rhythm”—can help us
predict how we’ll function over the
course of a day and how we can plan
around it for peak performance.
All these examples and studies point to
one primary strategy for improving our
learning - breaking it down into
smaller chunks of time because a flood
of information will simply not make it
into our heads.
When you learn to work with your own
in-built abilities and limitations,
you not only learn better,
but you also save yourself a lot of
wasted energy,
time and effort that wouldn’t have
brought you any closer to your goal.
Learning Over Short Bursts Of Time.
When you train your body’s muscles,
you put then under a load and make them
work;
they undergo tiny,
microscopic tears and damage at the
cellular level,
but then,
once they repair,
they are much stronger than they were
before.
The brain is not a muscle,
but we can think of attention as a
muscle that can be trained—we need to
pace ourselves.
Overtraining only exhausts us,
but building in periods of rest
actually makes us stronger.
By segmenting our learning activities
according to blocks of time,
we give the brain enough time off to
reset and reenergize and enable
ourselves to retain more information
over longer periods.
It’s therefore a good idea to start a
new learning routine by simply setting
up a schedule.
Long-term planning.
At the beginning of a semester,
online course,
or research project,
block out your schedule to set up a
studying regimen.
You can do this easily with a free
online calendar program from virtually
all Internet providers or with a paper
calendar or whiteboard.
Consider what times of day you tend to
get the most accomplished—some of us
start the day in high-performance mode,
while others are classic night owls.
Just make sure to leave ample time for
sleep and eating.
In fact,
there is a scientific basis for whether
you are more productive at night or in
the morning,
summed up by the terms “morning
larks” and “night owls."
If you’re really tuned in to your
brain and body,
you can get a bit more granular with
your scheduling by applying the
90-minute cycle to the calendar—for
instance,
90-minute blocks that account for
breaks and fatigue.
This requires a little more careful
introspection and monitoring,
but if you can narrow down an even more
specific time when your performance
abilities are higher,
you can fine-tune your learning agenda
even further.
Learning blocks.
You can adapt the 30–50-minute study
session as dictated by the L. S. U.
study for your own purposes.
Remember that 30 minutes is enough to
make the study session substantial and
that going over 50 puts undue pressure
on your brain.
So within your weekly time block,
make sure to schedule an attendant
break after your core learning time.
Again,
adjust to what you know your system can
handle - maybe it’s 50 minutes with a
10-minute break or 45 minutes with a
15-minute break.
The study session can go down all the
way to 30 minutes if absolutely
necessary.
You can use the renowned Pomodoro
clock,
which is commonly used for work
productivity—25 minutes of activity
followed by five minutes of total
removal from that activity.
The specific amount of time is not set
hard and fast;
whatever it is,
it just needs to be a time frame easy
enough for you to stick through on a
regular basis.
Just ask yourself how you might cater
to the attention span of a goldfish or
even a child.
Our adult minds are not so different as
we might like to think.
Concepts Before Facts,
Understanding Before Memory.
Researcher Roger Säljö found in 1979
that we tend to view the act of
learning in several ways,
but it can generally be boiled down
into two rough categories - surface
learning and deep learning.
Surface learning relates to gaining
knowledge,
facts,
and memorization;
deep learning refers to abstracting
meaning and understanding reality.
We’ll be returning to this
distinction throughout this book,
as we explore different learning
approaches and techniques.
The use of the words “surface” and
“deep” might imply that the latter
is better in all situations than the
former,
but that’s not always true.
Some subjects are best learned by
memorization rather than additionally
searching for some “meaning” to
contextualize those concepts.
In fact,
your brain naturally uses both
processes.
If I gave you a list of 30 random items
and asked you to remember them,
it probably wouldn’t help to ransack
your brain trying to find a pattern or
relationship between each item.
It would waste your time when the task
at hand is simple information retention.
But more often than not,
rote memorization serves to isolate
facts rather than connect them.
It establishes facts as single pieces
of information,
and without a grounding context or
relationship to a greater concept,
it doesn’t anchor what you learn.
Sometimes this is fine,
but as a consequence,
what you learn slips out of your
short-term memory quite easily.
The overwhelming majority of things
that can be learned have some kind of
pattern—hidden or obvious.
These patterns,
typically,
are what you most care about learning.
Without these patterns,
frankly,
what you learn wouldn’t be useful
anyway.
Patterns make concepts useful.
Without them,
facts have very limited or temporary
relevance and would therefore not be
important to study in the first place.
After all,
this is the exact way that the human
brain has evolved over thousands of
years—only data that is meaningful
and relevant to survival is absorbed,
retained and understood.
A typical course of study contains a
mix of big ideas with a few details.
In that setting,
it’s always the best idea to start
with the big ideas—the overarching
concepts that link the little details
together.
The primary reason is that many small
details take on a random quality at
first,
but when seen through the lens of the
larger concept,
they fit together and form a context.
That makes them easier for the brain to
recognize and remember.
What you are essentially doing is
laying out a map of the entire
conceptual area,
so that you can better navigate a path
though it without getting lost.
In fact,
you can often forgo a lot of
memorization,
because the concepts themselves
frequently serve to explain the facts.
Instead of attempting to memorize by
rote means,
following the concept through to its
conclusion will reveal the facts as you
go along.
Like subheadings in an outline,
they fall into place under the
appropriate headings—it’s a logical
progression.
If you understand the governing
principles around something,
the facts follow organically.
In this way,
understanding and deep comprehension
are always going to yield a better
quality of learning than simply
memorizing the superficial details
without ever connecting them to one
another.
For example,
if you were studying the history of
Miranda rights in the United States,
you could memorize all the key players
- the Supreme Court Justices,
the lawyers,
and the names of the plaintiffs and
defendants.
You could memorize the dates in the
case.
You could memorize the vote counts from
all the courts involved in the suit and
the appeals.
You could memorize the names of cases
that came afterward.
You could even write down the contents
of the Miranda rights (“You have the
right to remain silent,” etc.).
Sounds a bit boring,
right?
None of those facts would have any
relevance by themselves,
and we’d have no reason to keep them
in memory.
(In fact,
I’m sure you’ve already forgotten
some of them,
even though you’ve just read them!)
Emphasizing the larger concepts
surrounding the Miranda
rule—defendants’ rights,
police procedure,
or landmark Supreme Court cases—help
to funnel the facts as they come up.
A bigger narrative helps contextualize
these facts and makes them mean
something.
In this context,
the brain is more likely to retain the
information it actually needs to know
about the subject.
You would be able to essentially
predict the facts with a reasonable
degree of accuracy once you understand
the underlying concepts and how they
interact.
True,
you may not have “memorized”
certain information,
but when necessary,
you can logically work your way through
the question and arrive at the same
answer as if you had memorized it.
This is known as concept learning.
It shows us how to categorize and
discriminate items according to certain
critical attributes.
It entails pattern recall and
integration of new examples and ideas.
And rather than being a mechanical
technique of grinding memorization,
concept learning is something that must
be constructed and cultivated.
Using Concept Learning in Daily Life.
Applying the concept method to learning
and developing new skills,
even outside of the classroom or study
hall environment,
can help derive new meaning and,
by logical extension,
even improve how we perform certain
tasks or jobs.
Cooking is an easy example.
Standard practice is that learning a
new recipe involves following a list of
ingredients and a set of instructions.
If you’re making a tomato sauce for
pasta,
you can look up a popular recipe on the
Internet and have it nearby as you
prepare it.
You can repeat this exercise as often
as you like,
and eventually you’ll probably know
the steps well enough to repeat it
without a guide.
But understanding the point of each
step isn’t something that comes
through in the instructions.
They generally don’t say why you
sweat onions and garlic first,
why you bring the sauce to a boil,
or why you let it simmer for a time.
Understanding that sweating the onions
and garlic builds a flavor base,
that boiling the sauce distributes the
ingredients,
and that simmering them bonds the
flavors together gives you a better
handle on the process of your
preparation.
Most importantly,
understanding those concepts makes it
easier to recognize and use the
techniques in other,
completely different dishes - soups,
chili,
gravy,
and even basic broth and stock.
Going even further,
learning the particulars of the exact
scientific processes could open the
door to cooking entirely different
foods that aren’t liquid-based—in
other words,
any food you can think of.
If you simply know which flavors tend
to conflict and which tend to
complement,
you’ll be way ahead of the chef who
memorizes recipes.
You can also adapt and adjust if things
don’t go according to plan;
because you understand why a certain
step exists,
you can come up with an alternative if
necessary,
get creative,
or troubleshoot a problem.
You become one of those people that
doesn’t need a recipe,
because you know more than how to read
a recipe—you understand what it means
to make good food.
This template is sneakily easy to
replicate.
A small business owner figuring a tax
budget is better served knowing the
concepts of taxation and how they’re
distributed.
A musician who understands how rhythm
works in the context of a song better
knows how to program a drum machine.
A chess player gets more mileage from
comprehending the differences between
overall strategies rather than learning
where each piece can move.
Even a clothes launderer makes fewer
mistakes and ruins less clothing by
learning how cold and hot water affect
colors in variant ways.
You get the idea.
In fact,
certain kinds of education and ways of
learning are so general and
transferrable that you could be
proficient in a skill you’ve never
encountered before,
simply because you know how to learn.
You can learn the particulars of any
task and even perform it suitably a few
times.
But knowing the principles and ideas
that link them together is a more
effective way to retain those facts or
skills.
When the time comes to learn something
new,
you may very well be able to frame that
new knowledge with concepts you’ve
already nailed down.
Learning heuristics is very similar to
the act of concept learning (Barsalou,
1991,
1992).
Heuristics describes a pattern of
thought or behavior that organizes
categories of information and the
relationships among them.
It takes our preconceived notions or
ideas of the world and uses them as a
means for interpreting and classifying
new information.
For example,
there are ways you might act at a
birthday party that you wouldn’t at a
funeral (and,
we’d hope,
the other way around).
The “codes” you follow for how
you’d handle and behave in each
situation,
and any other occasions,
are ordered within a heuristic.
Establishing and understanding the
heuristic rules for whatever you’re
about to learn is always helpful.
Another great way to learn concepts is
the Feynman technique,
which we’ll discuss in a later
chapter.
Aim To Be Frustrated (Yes,
Really).
In competitive situations,
we tie accomplishment with success -
winning,
positive outcomes,
and finding solutions.
But in learning,
a key component in achievement is
failing.
It’s counterintuitive,
but embracing the right kind of failure
may be one of the key elements to
taking your learning to the next level.
“Productive failure” is an idea
identified by Manu Kapur,
a researcher at the National Institute
of Education in Singapore.
The philosophy builds on the learning
paradox,
wherein not arriving at the desired
effect is as valuable as prevailing,
if not more.
Kapur said that the accepted model of
instilling knowledge—giving students
structure and guidance early and
continuing support until the students
can get it on their own—might not be
the best way to actually promote
learning.
Although that model intuitively makes
sense,
according to Kapur it’s best to let
students flounder by themselves without
outside help.
Kapur conducted a trial with two groups
of students.
In one group,
students were given a set of problems
with “scaffolding”—full
instructional support from teachers
on-site.
The second group was given the same
problems but received no teacher help
whatsoever.
Instead,
the second group of students had to
collaborate to find the solutions.
The “scaffolded” group was able to
solve the problems correctly,
while the group left to itself was not.
But without instructional support,
this second group was forced to do
deeper dives into the concepts by
working together.
They generated ideas about the nature
of the problems and speculated on what
potential solutions might look like.
They tried to understand the root of
the problems and what methods were
available to solve them.
The two groups were then tested on what
they had just learned,
and the results weren’t even close.
The group without teacher assistance
significantly outperformed the other
group.
The group that did not solve the
problems discovered what Kapur deemed a
“hidden efficacy” in failure - they
nurtured a deeper understanding of the
structure of the problems through group
investigation and process.
The second group may not have solved
the problem itself,
but it learned more about the aspects
of the problem and the ideas behind it.
Going forward,
when those students encounter a new
problem on another test,
they’re able to use the knowledge
they generated through their trial more
effectively than the passive recipients
of an instructor’s expertise.
Consequently,
Kapur asserted that the important parts
of the second group’s process were
their miscues,
mistakes,
and fumbling.
When that group made the active effort
to learn by itself,
it retained more knowledge needed for
future problems.
Three conditions,
Kapur said,
make productive failure an effective
process -
•Choose problems that “challenge,
but do not frustrate."
•Give learners the chance to explain
and elaborate their processes.
•Allow learners to compare and
contrast good and bad solutions.
Struggling with something is a definite
condition that leads to learning,
though it requires discipline and a
sense of delayed gratification.
Helping Children to ...Fail?
The notion of productive failure can
also be seen in strategies for
child-raising.
Does intentionally letting our children
fail actually make learning easier for
them?
Judith Locke of the Queensland
University of Technology said that
“over-parenting” might keep our
children safe and supported but could
impede their growing processes.
Locke observed that children raised in
a state of helplessness were destined
to lead anxiety-ridden adulthoods.
Parents who were overly responsive to
their children’s needs restricted
their children’s ability to solve
problems on their own and hampered the
development of emotions they need to
cope with future setbacks and failures.
In a way,
we over-parent ourselves.
We push ourselves not to fail,
work too hard to achieve the desired
outcome,
and get frustrated when we get stuck or
fall short.
How can we,
so to speak,
let failing work for us?
Get your brain into “growth” mode.
When we believe that we have all we
need to accomplish whatever we want,
we’re setting ourselves up for
disappointment when our process goes
awry.
This is because we think our abilities
are fixed—if we can’t succeed based
on what we already know or can do,
we never will.
That makes our disappointments more
profound and corrosive.
So at the beginning of a project that
seems unfamiliar,
we need to tell our brain that we’re
in learning mode.
We need to establish that one of our
main takeaways will be new knowledge,
not just an immediately successful
outcome.
Reframe your expectations to make the
learning as important as the
result—more important,
if possible.
Document your process.
Companies use “paper trails”
(literally or digitally)
to determine points or events that
altered an outcome.
When you’re in the weeds of a new
project,
keeping your own trail will help you
learn new knowledge and refine your
processes for future efforts.
In addition to whatever tools you’re
using for a project,
set up a diary or journal for what you
discover on the way.
Set this diary up any way you want,
whether it’s a paper notepad,
word processing or text software,
the audio recorder on your smartphone,
or whatever your preference.
Document your process the way a chef
would write down the steps of a recipe
or a detective would remark upon
evidence in an investigation.
These notes can be the kernels of
knowledge that will come in handy in
future situations—even if what
you’re using them for now ends in
failure.
The ideas they generate might seem
small,
especially if they end up not working.
But when we use these kernels to solve
future problems,
their value increases.
You may not notice any insight on a
day-to-day basis,
but when you compare weeks or months of
progress,
the difference may be startling.
Use your failures to plan next steps.
If you’ve documented your process and
diagnosed where something went wrong,
then turn those evaluations into plans
apart from your project.
For example,
let’s say you’re planting a
vegetable garden for the first time,
noting the steps and techniques you use
along the way,
and when it’s time to harvest,
some of your plants didn’t come out
the way they were supposed to.
Was it because you used the wrong soil?
Use your resources to find out why that
soil was wrong and what it needs to
look like.
Was the failed plant too close to
another?
Learn techniques for maximizing
placement within a small space.
Or in a slightly more common situation,
let’s say your sales results fell
short of projections.
If you found a mistake that led to an
over-estimate,
locate online information on how to set
up your spreadsheet to avoid those
errors.
If your sales “game” was off,
seek out workshops that can help
improve your pitch or increase your
interpersonal skills with clients.
If you just didn’t have enough
clients,
learn how to make your professional
network broader and more potent.
Expect,
but don’t succumb to,
frustration.
Chances are you’ll come across a
moment or two of defeat in your
process,
along with the temptation to give up.
You may even sense this before you
start,
which can lead to crippling anxiety
that can hover over your work.
Anticipating frustration in advance is
just good planning—but you also have
to plan how to deal with it.
Sketch out an idea on how to alleviate
frustration when it happens—most
often,
this will be taking a break from the
situation to recharge and getting some
momentary distance from the problem.
Quite often,
the mere act of pausing allows for
objectivity to seep in,
letting you see the hang-up more
clearly.
But in any case,
it will abate the most immediate
anxieties you’re feeling and give you
the chance to approach the issue from a
more relaxed frame of mind.
Why are we even bothering to tackle
preconditions to effective learning?
Because many people dive right into
learning without understanding what
works on a psychological and even
physical level.
Many others think that effective
learning is measured by the number of
hours spent on a task,
but we all have our limitations,
and working within those bounds will
only accelerate your learning.
You can’t outwork your attention span
or commitment to rote memorization.
Takeaways.
•Accelerating learning means working
with the pre-existing,
inbuilt mechanisms we all already
possess.
When we work with rather than against
the brain,
we can get the most from our learning
experiences,
and enjoy learning more.
•An unavoidable fact is that the
human attention span is limited.
We need to respect the limits of our
attention and plan learning
accordingly—i.e. by digesting new
information is smaller,
more manageable chunks.
•A good length of time for any
learning period is more than 30
minutes,
less than 50.
Too short and you won’t be able to
get into any depth,
and too long and your cognitive powers
will begin to fatigue.
•To use your time wisely,
plan ahead and designate times in your
schedule for specific learning blocks.
•Use concept learning to guide you -
as you learn,
prioritize understanding and
comprehension over rote memorization,
i.e. concepts before facts.
When you have a deep rather than
surface appreciation of information,
you anchor new ideas in context and
make it easier to remember and apply
them.
•Deliberately engage in productive
failure.
Know that failure can actually be a
valuable source of information,
if embraced correctly.
•Challenge yourself without
frustrating yourself,
and make sure that when you work (and
fail)
you give yourself the chance to look
closely at why things happened as they
did.
Ask yourself why you failed and think
about how you could have done better.
•Cultivate a growth mindset,
where you set ego aside and assume that
learning is uncomfortable sometimes.
Failure is a part of learning,
so embrace it when it happens.
Use your failure to inspire you to make
new plans for going forward,
and shape your next steps.
•“Expect frustration,
but don’t succumb to it."
With the right mindset,
“failure” is something that brings
you closer to success,
not further from it.
This has been
Super Learning:
Advanced Strategies for Quicker Comprehension,
Greater Retention,
and Systematic Expertise
Written by
Peter Hollins, narrated by russell newton.