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First Edition
i n t rodu c t ion
A Forgettable Story
~1~
p op qu i z
How Well Can You Retain Information,
Remember, and Forget?
~ 14 ~
chapter 2
The Power of Mental Habits
It’s All About Patterns!
~ 49 ~
chapter 4
Skill 3: Retaining Massive Amounts
of Information Without “Memorizing”
Increasing Mental Capacity Through the Fine Art of Association
~ 107 ~
chapter 6
Skill 5: Organization
Harry Held Little Baby Bobbie, Causing
Nancy One Fantastic Nightmare
~ 194 ~
chapter 7
Skill 6: Forgetting
Memory’s Linchpin
~ 246 ~
c on c l u sion
Prosperous, Productive, and Prolific
~ 283 ~
a p p e n di x a
Q&A
Odds and Ends and a Few More Reminders
in the Classic FAQ Style
~ 291 ~
a p p e n di x b
Additional Games to Engage Everyone
from Nine to Ninety-nine
Plus Tricks to Amaze Your Family and Friends
~ 311 ~
acknowledgments ~ 341
index ~ 345
A Forgettable Story
about on any given page, I want you to always keep your eye
on the bigger—and much more monumental—picture and
prize: Developing a mind that works super fast will allow
you to live up to your greatest, most innovative potential.
Will you become the next Einstein, Edison, Oprah, Jobs,
or Fortune 500 CEO? I can’t make any promises, but I will
pledge that if you read this book, wholeheartedly think about
its material, and try my exercises (more than once!), you will
begin to optimize the inherent power of your brain and allow
your creative, inventive, and imaginative self to propagate
in directions you never thought possible. You’ll also be able
to achieve multiple goals smoothly without feeling like your
multitasking efforts are backfiring, sapping your energy, and
destroying your peace of mind. The lessons in this book will
help you to set the right tone every day for what you want
to accomplish and give you the skills to stay focused despite
distractions so you finish that list of important tasks.
Using your brain the way I am going to teach you will
open you up to mastering anything in life, from speaking for-
eign languages to playing music, cooking, negotiating, com-
municating, and even establishing better relationships with
others. You will also be giving your health a boost, because
my exercises will give your brain a good workout. You’ll fin-
ish this book with much more confidence in yourself, and
that is perhaps the best gift I can give you. With confidence,
you’ll have the courage to strive for anything—to do and be
whatever you want.
I’ve seen these lessons help people from just about every
walk of life, from young students to retirees hoping to pre-
serve their mental faculties, from entry-level employees to
executives, CEOs, and those in serious leadership or political
the time she tried to focus on real work, she’d seen too many
fruits and vegetables, so to speak, and she’d let too many
of these colorful interruptions steal precious energy from
her creative mind. But if she’d known to avoid these mind-
numbing intrusions by dodging the allure of the Internet and
mundane e-mails before 9:00 a.m., she could have arrived at
work ready for action (and ready to tackle everything with
aplomb). She probably would have enjoyed her morning with
her family more, too.
Rest assured, I’m not here to tell you when you should
and should not check e-mail or surf the Internet. I’m not
going to tell you what you can and cannot do in this book;
this isn’t a “diet.” But I will give you plenty of ideas for set-
ting healthy boundaries in your digital life so you preserve
as much mental energy as you can throughout your day.
That way, you always have reserves ready to fire on all cyl-
inders when important to-dos need to get done. (And unlike
most diets, these ideas won’t leave you feeling deprived or
restricted!)
The exercises outlined in this book are much more than
play. When researchers at Princeton determined back in the
1980s that I could do things with my mind that most people
can’t, such as multiplying big numbers in my head and reciting
the letters of long words in alphabetical order within seconds
(e.g., taking the word “rainbow” and spelling it as follows:
abionrw), they were stunned to learn that I was the only self-
taught person in their study. It’s generally accepted that either
you’re born with a brain like mine or an “accident,” such as
a seizure or concussion, cracks opens previously inaccessible
areas of your brain to unleash its full power. I’m living proof
of a third option: self-training the brain to utilize more of
share with lots of audiences, but by the end of the book you’ll
be able to pass it with flying colors.
silver tray
six crystal glasses
bar of soap
banana
chocolate pudding
laundry detergent
dental floss
loaf of bread
red rose
tomato
When you come back to the book, don’t let your eyes see
any of the words again. Do what you can to write them all
down, giving yourself just half a minute to do so. How many
words did you remember? This exercise is much harder than
it appears at first, and I’ll make you feel better by saying that
it’s nearly impossible to remember all ten items if you don’t
employ some strategy (as I quickly realized when I first heard
this list at a cocktail party long ago). So don’t feel stupid if
you didn’t come close to writing down all ten. And if you did,
then did you get them all in the original order? Now, that’s
an added challenge!
Most people get about half of the words. If you recalled
at least seven, you’re way above average. But if you knew the
secret here, you could have scored a perfect ten.
Later in the book, I’ll teach you how to remember lists
of items easily without rote memorization. In doing so, you’ll
be “forgetting” the actual words on the list and remember-
ing something else about them that instantly commits them
to memory.
The Essence of a
Productive Thinker
How It’s Possible to Develop a Clear,
Quick Mind Regardless of IQ
— P E T E R D RU C K E R
AT T E N T IO N I S A F INI T E R E S OUR C E
There’s a reason they call it “attention-deficit” disorder.
When there’s a shortage of anything, that generally means
endless supplies of that particular thing just don’t exist. And
this is certainly true when it comes to mental attention. In
fact, this is true for just about every biological transaction
we force our bodies to make. One can only run so fast so far,
sleep for so long, burn so many calories per hour, and think
intently on a single subject for so many minutes or hours.
Whether you’re trying to complete a marathon or absorb Leo
Tolstoy’s War and Peace in a sitting, you have a limited sup-
ply of physical resources to complete the task—only so much
glucose and other metabolic substances to get you through to
the finish line. It’s well documented that when you perform
a task that requires focus and attention, the next task imme-
diately following cannot possibly be done as effectively, since
fewer resources are available. Of course, different tasks de-
mand different levels of focus and attention. Taking the trash
out is one thing, but engaging in high-energy u ndertakings—
especially those that entail concentration, critical thinking,
self-control, creativity, planning, decision making, and men-
T HE HUM A N B R A IN L O V E S T O WA NDE R
Distractions are appealing for a reason: The brain loves
them. Our innate ability to rapidly turn our attention else-
DIF F E R E N T B R A IN R E GIO N S R UL E DI S T R A C T IO N S A ND
C O N C E N T R AT IO N
The part of the brain that keeps us alert and able to deal
with a distraction is not the same part of the brain where we
concentrate. In other words, when you learn how to drive a
car in a classroom setting and study a book on the rules of
the road, your brain is utilizing an entirely different region
from the one you use when you’re actually behind the wheel
and avoiding an accident. Research in just the last decade
has shown that our ability to willfully focus our attention is
physically separate in the brain from our ability to deal with
distracting things vying for our attention.
Earl Miller, a neuroscientist at MIT who led a 2007 study
published in the journal Science, was among the first scien-
tists to discover that willful concentration and unintentional
attention (i.e., having to avert one’s attention to an obvious,
eye-grabbing distraction) are not one and the same and are
not controlled by the same region of the brain. As beautifully
described by Lauran Neergaard for the Associated Press when
she reported on Miller’s study, “There are two main ways the
brain pays attention: ‘top down’ or willful, goal-oriented at-
tention, such as when you focus to read, and ‘bottom-up’
or reflexive attention to sensory information—loud noises
or bright colors or threatening animals. Likewise, there are
different degrees of attention disorders. Some people have a
harder time focusing, while others have a harder time filter-
ing out distractions.”
T HE HUM A N B R A IN H A S A B UILT- IN S Y S T E M T O F O C U S !
So I just finished explaining how the brain can work as a
unit to juggle competing demands that want our immediate
attention and thinking processes that call on our advanced
ability to focus intently. A good question: How do we stay
focused? In other words, how can we prevent distractions
from encroaching on the neural circuitry built to facilitate
concentration? It depends on how well we can stop those
distractions from gaining too much attention.
One of the most famous tests used to study the act of
focusing is called the Stroop test, named after John Ridley
Stroop, who published an article describing the “Stroop ef-
a. Black
b. Gray
c. Gray
d. Black
PROOF OF CONCEPT
A couple of years ago, I hunted down kids I’d taught more
than a decade earlier. I had trained them on many of the very
lessons found in this book, all of which were intended to
help them effortlessly learn anything that they’d encounter
on their road to success in life.
I wanted to know what had happened to them. Did my
tools help them sail through the rigors of developing bright,
creative minds that could effortlessly tackle tough challenges?
Did they mature into productive thinkers, excel in their aca-
demic pursuits, and graduate with honors from high school?
Did they make it to college? To elite ones? Or did they fizzle
out and mirror the average dropout rates nationwide?
Granted, this wasn’t meant to be a scientific experiment,
and the group of students was small, but I thought it would
be worthwhile to see what had become of people I had en-
countered and trained early on. We managed to find a hand-
ful of those first students, and the outcomes astounded even
me. All of them had not only graduated from high school but
A S M A L L L E S S O N O N Y OUR B IG B R A IN ’S B IOL OG Y
When I say that I hold my brain to be the most important
organ in my body, I really mean that—and I do all that I can
to preserve its faculties. I baby my brain. You might argue
that your heart or your “soul” holds the key to life, but I
would pin the secret to life on my trusty old brain. And the
fact that the brain is pliable at any age makes it even more
important to train and preserve it every single day. Being able
to change the brain is the foundation of my work.
If there’s one defining feature to our brains that clearly
sets us apart from all other species, it’s got to be our amaz-
ing ability to think. Fish, amphibians, reptiles, and birds, for
instance, don’t do much “thinking.” They instead concern
themselves with the everyday business of gathering food, eat-
ing, drinking, sleeping, reproducing, and defending them-
selves. These tasks don’t require cognitive thought at all.
They are instinctual processes, so the animals’ brains are
dominated by the major centers that control these automatic
functions. With our “reptilian” brains built into us, we also
perform these functions, which are found in remarkably sim-
ilar parts of the brain.
But additional regions in our brains have evolved that
allow us to do so much more than a bug or a bird. We can
think with purpose and intent, form language, plan our fu-
ture, pass judgment, and analyze information and stimuli in
uniquely sophisticated ways.
The amazing abilities of the human mind revolve around
its capacity to bombard itself with millions of bits of diverse
information every single day. It must also be able to store
and convert these into intelligent thoughts. It achieves this
by evaluating, sorting, figuring, and redirecting information
based on sequences and relationships. It discards the irrel-
evant bits of information and fills the blanks with pieces of
information from its stored files.
Each person has about the same number of brain cells at
where we keep our knowledge when we are not using it, but
that metaphor is not correct. Our memories are constantly
changing as they take in fresh information and interpret it.
Memory must decide what information is worth keeping and
where it fits in relation to previous knowledge that is already
stored. And what we store in our memories helps us process
new situations. Without an active memory, you wouldn’t be
able to learn.
Consider what happens as you read an article in a maga-
zine, in a newspaper, or online. As you digest the new infor-
mation, you’re no doubt utilizing information you’ve already
got in your memory.
The new information can also evoke certain beliefs, val-
ues, and ideas that are unique to you and that help you in-
terpret the information, make sense of it, and decide whether
you choose to believe the new information while altering pre-
viously stored information and whether you’d like to retain
this new info or just let it be forgotten. Thus, as you read the
article, your memory changes by adding both new informa-
tion and a new place to put that information.
At the same time, you’re also giving yourself a different
way to link that new information with older, now modified
information.
Learning is therefore a memory process—the result of
the attempt to understand new information. And every time
you use your memory, you change it.
It’s common knowledge that our memories work on two
different levels: short-term memory and long-term memory.
Short-term memory includes what you focus on in the mo-
ment, what holds your attention. Most people can hold only
about seven items of information in short-term memory at
T HE R O A D F R O M AV E R A GE T O AW E S OME
Each part of the brain serves a special, defined purpose.
Being able to wiggle our toes, make plans, dream, see, smell,
talk, walk, solve complex problems, cry, know which way
is up or down, remember our friends’ birthdays, maintain
balance, breathe, sweat, blink, flex our muscles, sense fear
or danger, feel pain, and even keep our hearts beating are
capacities that all originate in certain regions of the brain.
We can do many of these tasks at the same time, too. Per-
haps you’re reading this book, drinking a beverage, digesting
your lunch, thinking about your Saturday-night plans, and
breathing, among many other things, all at the same time.
But you already know that I’m not here to teach you the
exact biochemistry and topography of the brain. Rather than
trying to understand the inner workings of your brain from
a medical perspective, I want you instead to simply view it
as a single room with certain compartments, as well as an
entrance and an exit.
The secret to making this room power up and per-
form seemingly magical feats is to train it to operate like a
computer—that is, to receive information, store it in the right
compartment, and memorize all of the relevant information
while ignoring the unnecessary information. In other words,
to forget when it’s appropriate so you can use your memory
more effectively when necessary.
This last part is critical. Most people try to remember
everything, and in doing so, remember little or nothing at
all. The brain is ill equipped to handle an abundance of data
all at once. It craves order and a streamlined flow, and that
is exactly why optimizing its power entails training two