Memory Training Manual

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MEMORY TRAINING
MANUAL

This e-Book is brought to you by www.MEMORIAD.com

MEMORIAD

WORLD
MENTAL CALCULATION, MEMORY & PHOTOGRAPHIC READING
OLYMPIAD
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MEMORY TRAINING
MANUAL

Melik Duyar
Chairman, World Memory Olympiads

Copyright Melik Duyar & www.Memoriad.com, 2000

ISBN 978-975-8181-16-2

The right of Melik Duyar to be identified as the author of this work has been asserted in
accordance with sections 77 and 78 of the Copyright Designs and Patents Act 1988.

MEMORIAD
BOOKS

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www.MRMEMORY.com
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TABLE OF CONTENTS

CHAPTER 1 ( Page 8 )

THE HIDDEN SECRETS OF YOUR BRAIN POWER


WHY DO WE FORGET?


IS IT POSSIBLE TO HAVE
A PHOTOGRAPHIC MEMORY?


THE SECRETS OF AWAKING
THE SLEEPING GIANT IN YOUR BRAIN


THREE FUNDAMENTAL RULES FOR
PERMANENT LEARNING OF FOREIGN WORDS


MATHEMATICAL CREATIVE THINKING
AND CREATIVE PROBLEM SOLVING


WHAT SHOULD BE DONE IN ORDER TO KEEP
THE MENTAL POTENTIAL AT MAXIMUM LEVEL?

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INTRODUCTION

A good memory is truly important for anyone to possess. Your memory of faces, names,
facts, information, dates, events, circumstances and other things concerning your everyday
life is the measure of your ability to prevail in todays fast-paced, information-dependent
society. With a good memory, you dont have to fear forgetting/misplacing important stuffs
and you can overcome mental barriers that hinder you from achieving success in your
career, love life, and personal life.

Your memory is composed of complicated neural connections in your brain which are
believed to be capable of holding millions of data. The ability of your mind to retain past
experiences in a highly organized manner gives you the potential to learn and create
different ideas. Your experiences are the stepping stones to greater accomplishments and at
the same time your guides and protectors from danger. If your memory serves you well in
this respect, you are saved the agony of repeating the mistakes of the past. By remembering
crucial lessons and circumstances, you avoid the mistakes and failures made by other
people.

Unless you have an illness or handicap, a poor memory is often attributed to lack of
attention or concentration, insufficient listening skills, and other inherent bad habits;
however, it can be honed and developed using the right methods.

Many people believe that their memory gets worse as they get older. This is true only for
those who do not use their memory properly. Memory is like a muscle - the more it is
used, the better it gets. The more it is neglected, the worse it gets. This is the reason why
older people have more trouble remembering than younger ones. However, people
increasing in age can overcome this dilemma and can even further improve their memory by
continuing their education, by refining their minds, by keeping themselves open to new
experiences, and by keeping their imagination working. An important thing to realize is that
different people have various ways of learning. The way in which people learn is often a
factor determining the subjects they choose to study, instructors they relate to, and careers
they select.

Memorization or retention of data operates by loading images, sounds, taste, smell, and
sensation (touch) in a very organized and meaningful combination in our brain. This e-book
will teach you how to do it. This is your Memory Training Manual.
7
CHAPTER - 1

THE HIDDEN SECRETS OF YOUR BRAIN POWER

In my live memory feats on TV shows or at the university conferences, I memorize hundreds
of numbers in a very short period of time. Students or guests themselves align the numbers
and there is no trick or a special sequence with the numbers. They are just random. Seeing
the perfect recall result live make them surprised even shocked. After each show I receive
hundreds of e-mails and letters raising a common question. This general question is;

"Mr. Duyar, I have seen your memory shows on TV channels and I was amazed. But, isnt it
harmful or very tiring for your brain?

It seems they think this achivement requires very high concentration and using full capacity
of my brain. Before talking about this subject, lets look at the information about our real brain
capacity usage first.

If you search some of the related literature, you come up with such estimations of the brain
usage given below;

Years Estimations of the Brain Usage (%)
1940s Only 50 % of the brain is being used

The interesting thing is that the estimations are ever falling in the recent years. So why are
these estimations are falling? This suggests us various questions;

"Were the people using 50% of their brains in the 1940s, and the people of 2000s use only
1% ?

Are we really in a decline period as far as brain capacity usage is concerned? The answer is
definitely "No".

The reason of the decline in the estimations is that with the scientific findings we
gradually learned that the capacity of the brain is much more than what we think of
and we use much more less of it.

Realizing that we even dont use 1 % of our brain;

1-) Stimulates us for more usage of our brain,

2-) Especially provides me with an easy answer for the questions in the e-mails, that I have
mentioned above.

In summary, regarding the information given above, normally, a person who has an untrained
memory uses less than 1 % of his/her brain. I can say, by training my memory, I use my
brain a little more efficiently. If you want an estimation ratio from me, I would say that I am
using my brain two or three times more than a person who has an untrained memory.
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If you make a calculation according to this comment; while a person with an untrained
memory uses 1 % of his brain, I may be using only 3 % of my brain. This is still a very little
ratio.

Now, its time for me to ask you a question. Would you ask such a question to a person who
only uses 3 % of his brain capacity, and still there is 97 % unused part set aside:

" Mr. Duyar, I have seen your memory show on TV and I was amazed. But, isnt it
harmful or very tiring for your brain?

However, those who ask this question have another kind of comparison or thinking style.
Even I justify that. So, what is that thing making them ask this question?

Before directly going into the reason that make them ask this question, I will try to explain this
phenomenon on a real example.

Now I give you very long number which consists of only 0s and 1s and makes 20 lines
each of which have 30 digits, and ask you to memorize this long number. Or I simply ask you
to answer this question:

How much time do you need to memorize the number given below and recall it correctly?

This is the number given to be memorized;

110101011001011011111001010110 100001001001011010110011111001
001010010111100011101001111010 011100101011111110110001001100
101010110010110111110010101100 001010010001111010110100000001
010101001101010011000100101011 001101011101101100111111110000
111100101001100111011110001001 000101010100011110100001001101
011110111010010100110110101010 101101100111000011101001111000
100011110101001110000101100111 011111001000010000100001110001
011001111101100010110110111010 010101000110001100111000011001
001011101111010100001011010111 110010010110100011001111000010
010100011010100101111011001100 100101011001001001000111001100

P.S. You can test yourself online with such a random number at World Memory, Mental
Calculation & Photographic Reading Olympiads website Memory Olympiad -
MEMORIAD
www.memoriad.com.

Now I ask again; How much time do you need to memorize the number given below
and recall it correctly?

If I were in your shoes (I mean if I was a person with untrained memory), I would gradually
think step by step like this way:
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1-) I would think that, this is something impossible and even dont try to do such a thing.

2-) I would think that if I highly concentrate to memorize such a number in my mind, maybe I
would need at least one or two days.

3-) I would think that, achieving success in doing this would make my brain so exhausted.
Moreover, I would think that my brain will need a long rest after that, and I wouldnt tire it
more with anything else for a while.

I am sure you think like just like that now.

Ok, now, here is another question. What would you think if somebody like me comes and
looks at the number given above for about 5 to 10 minutes, and after turning his back to the
number, correctly recalls it?

If I were you, I would think; "I would need at least one or two days to memorize this number.
Moreover I would have to exhaust my brain in that time. If this man accomplishes such a
hard work in 5 minutes, he would have to make his brain work more intensively and exhaust
his brain much more than a man who accomplishes it in two days.

Having such a way of thinking, of course I would also ask wouldnt the brain get
exhausted if it works like that?

I would like to make an anology between the example given above and the one Ill explain
now: J ust for a moment, think of a village in a time when the tractor hadnt been invented yet.
Everyone ploughs his farm by manpower and plow. Therefore, for each villager, ploughing
fields takes days or sometimes even weeks.

Think that, in a night, you bring the tractor that they even dont know anything about it, and
you plough their field using it, and then you take the tractor away before they see it.

In the next morning, if you tell them that you, just yourself alone, had ploughed their farm last
night, what would they think about you? The villagers who dont know anything about a
machine or technology like a tractor, would think that you got so exhausted to complete such
an impossible work or they would think that you have extraordinary powers.

Maybe they would claim that you havent done this alone, but you made it by the help of
other people whom you brought with you at night. Surely they wouldnt think that you have
made it with another technique, using a tractor, because they dont know the existence of
such a machine.

Now I return to the subject of memorizing the number with 0s and 1s. Maybe there are
easy and fast learning methods that you dont know, in order to memorize this number in a
short period of time. Maybe it is possible to use the brain more efficiently and effectively.

In fact, it is not right to say maybe, it is for sure; because it is absolutely possible to learn
how to use your brain efficiently and effectively.

There are some methods for accelerated, easy and permenant learning. The aim of this
book is to show and teach you how possible this is.

In summary, we have raised two main points in this section;

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1-) If a person with untrained memory uses 1 % of his brain, a person with trained memory
uses at least 3 times of that value, which is 3 %. There is still 97 % part of the brain waiting to
be discovered.

2-) In conventional or ordinary study methods, brain needlessly becomes too exhausted.
Whereas, as memory training makes fast, easy and permanent learning possible, it makes
the brain much more less exhausted.

Before going into the details of fast, easy and permanent learning methods, we have to have
a look at why the brain forgets, and the type of information that is being forgotten. If we know
that, we can easily understand what we have to do for a powerful memory and brain.
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CHAPTER - 2

WHY DO WE FORGET?

It is impossible to think of a life without memory. There would be no such a concept as past
or history without it. It means there would be no learning no matter how easy it is.

Shortly, it is the power of memory which is the most important feature of the man. And the
hidden secrets of improving the power of our memory is behind the answer of the question:
Why do we forget? Most people believe that it is easier to remember the latter knowledge
we gained recently than the former ones. Well, lets see if this is the reality?

In order to find the answer of the question that why we forget, I would like to ask you two
questions. Here is the first one;

1-) Compared to today go back exactly to a date that is 60 days before. Write that date down
on a paper and try to answer to this question. Do you remember what you ate at lunch on
that date.

Calm down, it is not an exam. To tell you the truth, I dont expect you to answer such a
question correctly.

The point I want to draw your attention to is that; altough the date I gave was so recent, you
couldnt remember that information.

It seems that it will be more difficult to remember an event that is older than this date. Lets
see if this is true! So the second question is about remembering an event or information
which took place on a date that is much more older. Here is your second question;

2-) Is there any dangerous moment or is there an accident in your life or is there an incident
that made you very happy or excited? If you have recalled more than one such event, plese
choose the oldest one and

...now visualize it for ten seconds...

Any way, can you tell me what you have remembered about this incident and the moment?

There must be lots of things that you can tell me as an answer to this question. Furthermore,
you must be remembering all the details about that moment or incident.

So what is the point of asking you these two questions? Concerning your answers to them, it
seems that while you have forgotten an event that took place recently, you still remember an
event that is much older than that and you had no difficulty in remembering the older event.

The answers of these questions reveal some important secrets about the recording system
of our brain.

SInce you have not remembered what you ate at lunch two months ago, during that event
your brains recording system was definitely off. Whereas in the answer of the second
question, we are sure that even though the event was an older one your brains recording
system did an excellent job, which means it was on.

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So what causes your brains recording sytem to become ON or OFF? Can we intentionally
open or close this recording system? Can we make our brain record the information we
desire to be recorded?

The answers to these questions is absolutely a big YES. Yes, we can intentionally make
our brains recording system is on to make it record the information we desire. In order to
employ this we have to have a brief look at the operation of some parts of our brain.

J ust think that I am holding a coddled egg in my hand. From the side view, my hand and the
egg in it represent the brain. In fact there are three different nested computers in the brain.
These parts are respectively;

1-) Primitive Brain: Egg yolk, which is at the innermost, represents this part of the brain.
There is primitive brain in all animals too. Moreover brains of some animals mainly consist of
this part. This part of the brain manages the responses of animals against incidents. In a
moment of danger, primitive brain tells them fight or run away.

The situation is the same for us if we encounter a danger in a wild place. The part of the
brain managing our response in such a situation will be the primitive brain. Think that what
you will do if you are just about to fight against a person. I think you may first look at the size
of the man you will fight. If you think you are capable of him, then you may consider fighting.
Otherwise, if the man is amply dimensioned, probably you run away. The part of the brain
that manages of these movements is the primitive brain.

2-) Midbrain: Egg white represents this part of the brain in my hand. In this part, there is a
very important section for the power of memory. This section is primarily the center of all
emotions. Moreover in this part, there is hippocampus which is regarded as the center of
memory, and it is the section that decides whether information will pass to permanent
memory or not.

Hippocampus decides whether the recorder of the brain will work or not. If hippocampus
enables the recorder of the brain, the incidents seen or knowledge gained at that moment is
recorded at the outmost part of the brain, which is cortex.

So what affects the decision of hippocampus in order to enable or disable the recorder of the
brain. The answer of this question is the center of emotions which is found in the midbrain.

If there center of emotions activates, hippocampus think like that: I must immediately enable
the recorder and record everything. If the emotions are not affected, there is no need for
hippocampus to enable the recorder of the brain.

Now lets go back to the two questions Iive asked you at the beginning and have a look at
why hippocampus recorded or not recorded those cases. Here are the questions;

1-) Do you remember what you ate at lunch just 60 days ago?

2-) Is there any dangerous moment or an accident in your life or an incident which made you
very happy or excited? Can you remember such events?

The incident related with the first question is a routine one. If that day was not a special date
or the meal you ate was not a different one which you try for the first time, your emotions are
not affected in any way. Because that meal has no difference than the meal you eat
everyday. Emotions were inactive. Therefore hippocampus has ignored that incident and
didnt enable the recorder of the brain.

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Now lets look at the second question. The incident here certainly has the features in order to
excite the center of emotions. Surely hippocampus was aware of that and it immediately
enabled the recorder of the brain.

In the below, framed text, a real incident about the importance of hippocampus for human
memory is told. Please do not proceed to the rest of the article before reading this text.

LOST FUTURE

Clieve Wearing, who was one of the music authorities of BBC,
contracted the Herpes Simplex virus at the height of his career.
Whereas most of the people contracted this type of virus come around
with just a few herpes on their lips, the virus that contracted Wearing
attackted the brain and carried the infection here, and the brain was
damaged.

This case, which is called Encephalitis, caused very important
transformations in Wearings brain. Wearing could only remember the
events of the last one or two minutes, and chronically felt himself like
a person who just woke up from a long and deep sleep. When his wife
gets out of the room and comes back in two or three minutes,
Wearing treated her as if he hadnt seen her for a long time.

Wearing says: "I feel like a living dead and he remembers all his
past before the illness and his musical abilities remains, he can read
musical notes and play his instruments.

Experts state that, because of the illness, Wearings hippocampus
was completely damaged and therefore it couldnt record any
new information to the memory. Whereas experts state that, other
information and abilities are stored in different places of the brain, so
that they are not affected from illness.

I think you have realized how important the center of emotions and the hippocampus in the
midbrain is for the power of memory. So, did our power of memory increase because of
realizing this? For the moment, no. But, after reading this book, you will see how you can
effect the hippocampus and record information in the permanent memory by training.

However, in order to use the hippocampus in an effective way, we need some important
knowledge about working principles of cortex.

3-) Cortex: This part is the part of the brain which covers the outmost of it like a mushroom.
Here is the place where information is recorded as a result of the decision given by the
hippocampus. Cortex is the part of the brain used during thinking, speaking, seeing, hearing
and creating new things. Knowledge capacity of the brain is completely on cortex.

Also having a photographic memory in the brain is directly related with the cortex and
operation of the cortex in a different manner. We will deal with operating the cortex in a
different manner and having a photographic memory in the third section of this book.

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CHAPTER - 3

IS IT POSSIBLE TO HAVE
A PHOTOGRAPHIC MEMORY?

In order to have a Photografic Memory, Cortex, the outmost part of the brain, should be
used in a different manner. How come will this be possible? You will find the answer of this
question in this chapter that you are just reading. Especially, an interesting incident about the
cortex which was discovered accidentally and created a revolution in education in 1980s has
become a landmark.

I think you now know which part of the brain is cortex. The part which is like the inside of a
walnut and which is composed of two divisions like a walnut when you look at the brain from
top view.

If you examine our body, you see that there are many dual things. We have two hands, two
eyes, two ears, two feet and two kidneys.

The interesting thing about these is, we can go without one of these two. For example there
are many people who live with only one kidney. This is possible because both of the kidneys
do the same work. It is similar to a double engined airplane flying with only one engine,
because one of the engines is broken. Beyond any doubt, there will be more load on the
single engine; but if this engine is defect free, then there is no problem.

By the way, let me remind that; each part of the cortex is called a hemisphere. When you
look at the brain from top view, the left half of it is called the left hemisphere, and the right
half is called the right hemisphere. Moreover, between these two hemispheres, connecting
one with another, there are intensive nerve fibers which are called corpus callosum. Until
1980s there was another thing that doctors knew about the hemispheres of the brain. Brain
hemispheres had a transverse managing system over the body. The left brain
hemisphere controlled the right hand and the right foot, whereas right hemisphere controlled
left hand and the left foot.

They knew this because of the patients who were injured on their brain in the accidents. The
ones who had injury on the left side of their brain were paralyzed on their right side, and the
ones who had injury on the right side of their brain were paralyzed on their left side.

Also until the 1980s there were no patient one of whose brain hemispheres was separated
from the other or taken away like a kidney. The first incident like that was compulsorily
applied to a soldier named W. J . and then, by chance, an incident had emerged which will
revolutionize speed learning and brain training.

Please do not proceed to the rest of the article before reading the below interesting story of
W. J .

THE FIRST SPLIT BRAINED MAN IN THE WORLD

W. J. was a soldier in the World War II and he was among the
soldiers who were parachuted behind enemy lines. Most of his friends
died during the clash after parachuting and he was captured by
enemy. Also his head was injured during the clash and that injury had
affected one of his brain hemispheres. As a result, other part of his
body was paralyzed.
15

Doctors continued to try healing W. J . even after the war, but none of
the therapies worked out. On the contrary, the illness started to be
spread over the other side of his body.

This result was rather surprising to the doctors. It was natural that he
became paralyzed at the reverse side of the injured brain hemisphere.
But, since there were no injury on the other side of the brain, the injury
shouldnt have to be spread over all of the body.

This may be a result of the impact of the injured brain hemisphere on
the uninjured one. If this was the case, the two hemispheres needed
to be separated from each other as a last resort.

Afterwards W. J . became the first patient whose left and right brain
hemispheres were separated by an operation.

According to the plan, the bond between the left and right brain
hemispheres was to be terminated by cutting the intensive nerve
fibers called corpus collasum. Therefore the injury on one
hemisphere wouldnt effect the other hemisphere. As a result the
paralysis at one side of the body wouldnt spread over the other side
and W. J . will continue to have a partially normal life.

Operation was successful and other operations followed. From now
on there was no bond between the two hemispheres of W. J .s brain.
But some unexpected changes started to occur in W. J .s life.

For example, in one of the experiments made, W. J . was told to look
at the center of a monitor attentively. At that moment, a chicken
picture and a snowman picture were shown at the same time on the
monitor, which were at the left hand side and right hand side of the
monitor respectively. Scientists knew that pictures shown were
perceived transversely in the brain. In other words, the chicken which
was on the left hand side of the monitor was perceived by the right
hemisphere, and the snowman which was on the right hand side of
the monitor was perceived by the left hemisphere.

When W. J . was asked to tell what he saw, he said snowman. But,
when he was asked to show the picture of what he saw with his left
hand, he showed the picture of chicken.

The tests continued and the realities started to emerge. Center of
speaking was on the left hemisphere of the brain. When W. J . was
asked to say what he saw, the left hemisphere was answering and
the answer was a snowman. When he was asked to show what he
saw, that was a different case. The left hand was controlled by the
transverse side, which means the right side hemisphere. And the right
hemisphere saw a chicken. Eventually the left hand was controlled
by the right hemisphere and right hemisphere was answering. Thus
the answer was what right lobe saw, a chicken.

W. J . then became a split brained person. Since each side of the brain
couldnt communicate with each other, they were working separately.
Independently working brain hemispheres certainly made unexpected
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changes in W. J .s life. But this accidental incident and the tests made
provided us the knowledge of both brain lobes and which functions
they are related to.

By this interesting discovery, Roger Sperry won the Nobel Prize in Medicine in 1981. The
discovery, which at the same time blazed the speed learning and memory training methods
is briefly like that;

1-) Nerve web of Corpus Collasum which is composed of intensive nerve fibers acts
like a bridge providing continous information exchange between the left and right
hemispheres of brain.

2-) As a result of many tests, it is determined that the left hemisphere of the brain is
predominant about the subjects of speaking, mathematical operations, arrays, numbers and
analysis and it works linearly and accourding to logic.

3-) Results of the researchs proved that in right hemisphere of the brain functions like
rhythm, dreaming, colours, size, volume, three dimension, music are executed.

To sum up, left side of the brain processes the information linearly and with logic,
whereas the right lobe forms the artistic side, deals with the whole picture rather than
the details, and operates the information with figures and imaginations. The place
where the impacts of emotions and dreams are most effective is the right hemisphere of the
brain.

The researchs suggest that there is such a relation between speed learning and the
hemispheres of the brain: Learning with together and balanced usage of the functions of
both hemispheres of the brain is real learning. In summary, we should use the
functions of both hemispheres of the brain for permanent and speed learning.

If you think for a while, you realize that our society gives weight to using only one of the brain
hemispheres and relatively gives less weight to using the other one. A large mass place
importance to the mathematical and logical left hemisphere of the brain and dont care about
the functions of the right hemisphere which has the features like imagination, rhythym,
figures and creative thinking.

This case certainly proves that only half of the brain is used. Now I want to ask you a
question: "If a person uses only one the left hemisphere of his brain among the two
hemispheres, how much efficiency will he lose?

In the confrences and seminers, when I ask this question, I get this classical answer: The
efficiency of a person who uses half of his brain will drop 50 %. Lets investigate this
answer together.

But first of all I have another question;

How long would it take to walk 5 kilometers?

Lets assume that it takes 1 hour. That means, you can walk 5
kilometers using your two feet and two arms (two sides of your
body).

Now I want you to do something. Stand up and remain standing, for
example on your left foot. Then twist your right foot backwards from
17
your knee, and then hold it by your right hand. For a moment assume
that I have tied your right foot and right hand in that position.

I hear you say whats going on? Calm down, my aim is just to
prevent you from using one of your hands and feet (one side of your
body). In other words, while walking, if you dont use half of your body
which you normally use, I wonder how much efficiency you will lose.

All right, now I ask again: When your right hand and right foot are
tied together and you can only use your left foot and left hand,
how long would it take to walk 5 kilometers?

How many hours? 2 hours? Or 5 hours? I cant hear you. Maybe 10,
maybe 20 hours. What do you think? Maybe you cant even succeed.
Lets agree that it may take 10 hours.

Ok now I remind you another answer of you and ask again; If a
person who uses half of his brain loses 50 % efficiency, then why
does the efficiency of a person who uses half of his body for
walking is lost much more than 50 %?

Now, here is the point I wanted to draw your attention to;

Using only one of the hemispheres of brain will reduce your efficiency much more
than 50 %.

Certainly, converse statement is also true. A person using only half of his brain will
increase his brain capacity usage much more than two times, if he starts to use the
two hemispheres of it.

Therefore, we should first learn how to use each of the lobes of brain together and in a
balanced way. This is essential for speed learning and memory training.

Before we go into the details of learning how to use the two hemispheres of our brain in a
balanced way, lets see if there is a natural born person who uses both of his brain
hemispheres balancedly and has a perfect, or in other words photographic memory. The
answer to this question is YES.

That man with the Photographic Memory would remember all the things he read, saw and
heard. And this became the subject of a scientific research that lasted many years. In the
end, the most prominent feature of the brain of this person was suggested as the usage of
the functions of two brain hemispheres together and balancedly. The findings of this
research have formed another branch of the fundamentals of speed learning and memory
training.

Before proceeding to improve your brain capacity using methods, we should realize that
there is a huge capacity in our brain that we dont use. Without supporting this endless
potential on scientific basis, unfortunately, it is not easy to believe in this reality.

Please do not get impatient by asking why we didnt proceed to the methods immediately.
We should accept what we learned step by step. I am sure that you have different thoughts
about your brain capacity, compared to the beginning of this book.

18
I think thats enough for this chapter. Lets now go to our next chapter on: The Capacity of
Your Brain! The Secrets of Awaking the Sleeping Giant in Your Brain

19
CHAPTER - 4

THE CAPACITY OF YOUR BRAIN!
THE SECRETS OF AWAKING
THE SLEEPING GIANT IN YOUR BRAIN

As you understand from the headline of this chapter, here we will talk about the examples on
some basic memory techniques. For complete understanding of these examples, I want to
talk about another keystone of the methods of memory training and speed learning.

In order to discover the capacity of our brain, it would be a good beginning point to ask if
there was any natural born person with a perfect memory?

If we learn all of the operating methods of such a person, we can also re-organize our
thinking and learning methods in order to achieve his/her natural born mental abilities.

I think, besides hard working, luck and coincidences also have great contributions to the
development of the World. The significance of Sherashevsky, who coincidently provided us
many important hints about our brain capacity, is understood better after the discoveries
made related with the usage of both hemispheres of our brain. Such that, the studies and
researches made about the memory of Sherashevsky years ago, have entered among the
experiments of memory classics after 1980s.

Lets have a look at the story of Sherashevsky about the brain capacity, who is known as
Mr. S in the literature.

Mr. "PERFECT MEMORY"

Sherashevsky starts to learn playing violin at a tender age. But his
sense of hearing gets weaker due to a problem that occures in his
ears. Thereon he had to quit music. He starts working after secondary
school due to familial reasons. And he starts to work as a reporter in a
newspaper.

One morning the editor of the newspaper assigned a lot of tasks to
each reporter and gave them a lot of addresses to go. But he realized
that, as all the reporters were noting down the tasks given to them,
Mr. S was just listening. The editor was annoyed with this behaviour.
And at the end of the meeting, he wanted Mr. S to tell all of his tasks
with the aim of making him embrassed. S responded to this question
without a single error. Editor was surprised. The thing that further
surprised the editor was that, Mr. S recited the list of the tasks of all of
the other reporters without an error.

Editor stated that this was not normal, and suggested Mr. S to consult
a psychology lab. That also surprised Mr. S too. Because he was not
aware that he had a perfect memory with respect to the memories of
other people. Until that day, he had thought that the memories of
other people were just like his memory.

And that incident, conduced the meeting between Sherashevsky and
Aleksandr Romanovich Luria, the psychologist, in 1920s. Luria was
greatly impressed with the perfect power of memory that Mr. S had.
20
Luria used their meeting as a chance of research and for 30 years, he
tested the memory of Sherashevsky.

Aleksandr Luria describes the limits of Bay S memory in that way;

"I have read a list to Mr. S, which was composed of firstly words,
then numbers, and then letters and I have shown him the list
while reading. He attentively listened all the things I said and
looked at the written froms of them. Later on he completely
recited the list to me.

I increased the number of elements in the list by 30, 50, 70 and
so on. But the length of the list was no matter for Mr. S. Most of
the time he closed his eyes or looked at a constant point as he
listened the words. After I read the list, everytime he thought for
a while before reciting the list and checked if he could remember
all the things, and then he quickly recited the list. The interesting
point here was, Mr. S could recite the list to me, from back to
front without having any difficulty.

I was astonished with the study I made with Mr. S. Regarding the
difficulty, it was incidental for Mr. S whether the list was so long
or not. I must admit that the memory capacity of Mr. S has no
limit. Without any difficulty, he could remember any list that I had
given to him a week, a month, a year or even a few years ago.

When I started to itemize a list that I had given him a few years
ago, he said you have already given that list two years ago ,
and he started to recite it. Furthermore, he could even remember
what clothes I was wearing as he had recited that list two years
ago.

As his researches went on, Aleksandr Luria tried to determine what
was going on inside the brain of Mr. S. According to Mr. S, words,
sounds and expressions are transformed to figures, sounds and
emotions in his mind. For example, Mr. S makes such an explanation
about how he remembered the words;

"I not only remember a word just from the figure it inspires in my mind,
but also from the emotions.

I have difficulty in explaining, it is not just a figure or an emotion, it is
something integral. When I hear a word, I feel the weight or taste of it.
I dont need to show any special effort to keep that word in my mind.
Word or the words remind themselves to me.

If you pay careful attention, the elements that provide perfection to the memory of Mr. S are
figures, emotions, colours and photos in three dimension. These expressions show that Mr.
S processes the information in his mind using figures, colours etc. relationships. All of these
elements are the indicators that the right hemisphere functions of the brain are used.

Another point to pay attention is that, the power of the memory of Mr. S comes from the fact
that, his emotions are always used in the process. The reason of this is so simple. As we
mentioned in the previous sections, it is very easy for the emotional incidents to be
permanently recorded in the memory by hippocampus. Surely, these excitements in Mr.
21
S memory occurs automatically and they provide him to live in this world of figures, colours
and emotions.

However, it is also possible to consciously use these elements, which increase the
power of memory.

Mr. S remembering all the incidents he had seen and reciting the lists without an error that
had been itemized to him before is an attribute of him by birth. Because his right brain
hemisphere automatically steps in against incidents. In other words, both hemispheres of
his brain always works automatically. Another key point is that, emotions of Mr. S are
automatically included in the process in his mind, against incidents and given
information.

THUS, THE RESULT S A PERFECT MEMORY.

In fact, using the information learned from Mr. S, it is possible to improve methods to
transform all kinds of information, numbers and words into figures, and thus increase
the power of memory in an extraordinary efficiency. And then it is possible to keep not
only 30, 50 or 70 words, but also even 1000 words in mind, which are succesively read
in 3-4 seconds.

Some of you might have watched the students, who surprise people on TV, like Mr. S, by
working on our training sets like "Photographic Memory Techniques (see
www.PhotographicMemoryTechniques.com) and Mental Mathematics and Memory
Training Techniques (see www.MentalMathTechniques.com). These students, who almost
use their brain capacity at the level of Mr. S, have a different attribute than Mr. S. They dont
have these attributes by birth. They come to this level by using the methods
consciously.

Certainly, by using techniques, they activate hippocampus. They use both hemispheres of
their brain and also they use the methods for relationships established between the
brain cells which I will go into details below.

Especially, the Photographic Memory Techniques are the techniques include the methods
which provides these processes to be made consciously. Rest of the sections of this
book is left to some basic examples related to the memory training techniques. Moreover you
will see an interesting example just at the end of this section. But I want to give another brief
information just as a fundamental for the remaining sections.

Another important step of speed learning and having a permanent power of memory
depends upon the knowledge of how the style of thinking effects the improvement of brain
cells. In an adult, there are more than 100 billion nerve cells which are called neurons.

However, rather than the abundancy of cell numbers, the power of memory is
proportional with the size of the network established among these brain cells or the
number of the bonds between them.

We can make an anology between the process of establishing bonds between brain cells
and providing phone line cables between houses. Like houses which do not have phone line
in between and dont have access to each other, at the beginning, the neurons in the brain
do not have much bonds as well.

Lets assume that, when people who dont know each other meet, a line between their
houses is installed. By each new meeting, the number of lines will increase and gradually a
22
network will be formed. As that network is developed, the communication will be better and it
will be possible to reach everwhere at once.

The relationship between the neurons are similar to that example too in the formation of
learning and memory. In order to remember some information, it should be related with
others which are learned before.

If some new information has reminded others which were learnt before, immediately a
bond is formed in the brain between the neurons in which there is the new information
and the neurons in which there are information remembered. During learning, if it is not
possible to establish a relationship with past knowledge due to lack of knowledge, that
means learning like that has no effect on the brain.

As a result, the reaction, which occurs due to the established relationship or something
remembered, is something like the installation of a phone line or a bond between neurons.

If we remember that there are more than 100 billion neurons in the brain, it is not even
possible to think of the size of the bond potential in the brain.

Shortly, man is the builder of his own power of memory. The number of the bonds
between the neurons increase and they get stronger as a person thinks or uses his
memory, therefore his power of memory improves. For the ones who dont use their
brain, the bonds between the neurons get weaker and their potential power of memory
remain unused.

Now I will try to explain this to you with an example by simplifying the process. Given
below are 10 different words. Also each word has a number written beside. All I want from
you is to look at this list just for 20 seconds and keep the words in your mind with
their numbers. But dont try to fool me, you have only 20 seconds.

Here is your list;

8 - Rice 4 - Dog 6 - Cake 1 - Book 5 - Wood
9 - Baby 2 - Run 10 - Carpet 3 - Helicopter 7 - Money

Now I want you to shut your eyes or close the book and count this list from 10 to 1. If you
want, you can try it from 1 to 10.

I guess you did not well. Now let me help you to create some memory associations;

My first aim is to ensure you to memorize the numbers belonging to the words by creating a
mental association between them. Lets use similarity of sounds of numbers and rhyme
properties.

8 - Rice : In order to memorize "Eight", lets use the word of "AID" that is like "EIGHT" on the
basis of sound and rhyme. As you know many developed countries send wheat and rice to
the poor countries. Additionally you can also think or imagine that you give rice to poor
people. I think you can understand the matter. In order to remember which word in the
number eight it is enough to think word of AID that is phonetically similar with it. When we
remember "Aid", we will remember the thing distributed for aid and so "RICE". And of course
this process will so fast in thinking basis and so you will say 8 - Rice.

4 - Dog : In order to memorize "FOUR", lets use the word of "DOOR" that is like "four" on
the basis of rhyme. "FOUR DOOR sedan" is a phrase that is used commonly. We can think
23
that we have always a dog in front of our door against the thieves. In order to remember
which word in the number four, it is enough to think word of DOOR that is acoustically similar
with it. When you remember DOOR referring the Four, you will need to think what you
have in front of the door. Of course you will immediately remember "DOOR". And again, of
course this process will so fast in thinking basis and so you will say "4 - Dog".

6 - Cake : I think you have understood the matter. Now lets use the word of "SACKS" that is
similar with SIX on the basis of sound structure. In order to memorize "6-Cake", we can
imagine that we fill our sacks with cakes and load them us and carry. And so, in order to
remember which word is in six number, it will be remind us six is "CAKE" to think SACKS
referring to the number six.

1 - Book : In order to memorize number "ONE", lets use the word of "VAN" that is similar
with one on the basis of sound structure. In order to remember 1 - Book combination, we
can imagine that we load books on a van or carry books to a van. When we think what refers
to number one, we will easily remember "van". I think all of us will remember easily the word
of "BOOK" by thinking what we carried by van or what we loaded to the van.

5 - Wood : In order to memorize number "FIVE", lets use the word of "FIFE" that is similar
with five on the basis of sound structure. When we think what refers to number five we will
immediately remember "fife". We can easily remember the word "WOOD" by thinking that fife
is made of wooden.

9 - Baby : In order to memorize number "NINE", lets use the word of "NANNY" that is similar
with nine on the basis of sound structure. It is an easy association to think that nanny
nurses a baby. Of course when you remember NANNY instead of nine, you can easily
remember the associated word "BABBY".

2 - Run : In order to memorize number "TWO", lets use the word of "TOE" that is similar with
two on the basis of sound structure. We use our feet and toes when we are running. So
run and toe have a direct association. We will immediately remember run when we think
what is the word referring to two and associated with toe to remember what is two after
thinking this association. And again, of course this process will so fast in thinking basis and
so you will say "2 RUN."

10 - Carpet : In order to memorize number "TEN", lets use the word of "DEN" that is similar
with ten on the basis of sound structure. When we think what Ten refers to, we will
remember immediately the "DEN". For this aim we can imagine that we stay in a den all
covered with carpets. When we remember Den referring to "Ten, we should ask what I
thought there was in the den and then we will directly remember "CARPET".

3 - Helicopter : In order to memorize number "THREE", lets use the word of "TREE" that is
similar with three on the basis of sound structure. We can think that a helicopter land at a
tree or fall on a tree and the tree collapse. Of course after remembering TREE instead of
three, you can easily remember the associated word "HELICOPTER".

7 - Money : In order to memorize number "SEVEN", lets use the word of "SAVING" that is
similar with seven on the basis of sound structure. It is very easy here because saving
and money are direct associated words. We will remember SAVING when we think what
Seven refers to. And then saving easily reminds all of us the "MONEY".

First, you will remember the words referring the numbers with similar sounds when you
remember the words in list from beginning to end or from end to beginning. These words are
by order of;
24
1-) VAN, 2-) TOE, 3-) TREE, 4-) DOOR, 5-) FIFE, 6-) SACKS, 7-) SAVING, 8-)AID, 9-)
NANNY and 10-) DEN.

In order to remember which word said in which number, we should think what is the word
associated with the word referring to the number.

The thing that will be done in order to remember which word is said for which number is to
think about what the word related with the word representing the number was.

Now I want you to close your eyes and recite this list backwards from 10 to 1. If you
want, you can also try from 1 to 10.

I think this time you made it. Interestingly, you can even remember this list in a mixed way;

Could you answer, if I ask what was the word at the 3rd number?

What about "the word at number 8?"

"Do you remember what was at number 5?

I am sure that you had no difficulty. I think some of you prepare to ask that these list is
especially formed of words which are related to each other. What would we do if they were
unconnected words?

The point here I want to draw your attention to is that; Before I told you to establish these
associations and gave hints, you tried to keep this list in your mind but couldnt
succeed. For that moment it seemed impossible to you to keep such a list in your mind and
then recite it intricately The difficulty didnt arise from the real difficulty of the work, it
arised from your lack of knowledge on how to do this work.

NUMBER RHYME SYSTEM
(WORDS SOUND LIKE NUMBERS)

Thus we have learned the rhyming words with the numbers from 1 to 10. By using this list
you can memorize similar short lists. You can use other rhyming words that you preferred. In
other words, you can make changes in my list according to your preferences. For this aim,
alternative associated words with the numbers are listed below.

1 VAN, fun, fawn, fan
2 TOE, tow, tao
3 TREE, dairy, terry
4 DOOR, fore, far
5 FIFE, vive, wife
6 SACKS, sex, seeks, sticks
7 SAVING, heaven
8 AID, ate, gate
9 NANNY, wine, line
10- DEN, tan, tang, teen

You should fix your mental pictures for rhyming words with numbers. You must create links
between these fixed mental pictures and symbols referring the words in the articles of the list
that you want to memorize. For these fixed mental pictures you can also use the following
mental picture samples that I use.
25

1 VAN: I put the first word of the list that I want to memorize into a van or associate with
inner parts of it. In order to remember I ask myself what did l put into van?

2 TOE: I associate second article of the list that I want to memorize with my toes. In order
to remember I ask myself what did l associate with my toes?

3 TREE: For the tree referring to three, I think a fixed tree I know in my mind. I associate
third article of the list that I want to memorize with the fixed tree I know in my mind. In order
to remember I ask myself what did l associate with this tree? by trying to see this fixed
tree by my mental eyes.

4 DOOR: For the door referring to four, I think the door of my house or in front of it. I
associate fourth article of the list that I want to memorize with the my houses door. In order
to remember I ask myself what did l associate with my houses door? by watching the
door or in front of it by my mental eyes.

5 FIFE: For fife referring to five, I think the soldiers playing fife in military band. I associate
fifth article of the list that I want to memorize with this fifes or soldiers playing fife. In order to
remember article five in the list, by seeing the soldier playing fife in the military band, I ask
myself what did I associate with the fifes in this military band?

6 SACKS: I imaginarily filled my sacks with sixth article of the list that I want to memorize.
In order to remember this article, I asked myself what did I filled the sacks with?.

7 SAVING: For seventh article of the list that I want to memorize, I think inner pars of an
agency of saving deposits bank account that I know. I put the seventh article of the list into
this saving deposits bank. In order to remember this article I asked myself what did I put
into saving deposits banks? or what did I associate with this bank?

8 AID: For eight article of the list that I want to memorize, I think of an aid center that I
know. I associate eight article of this list with this fixed aid center. In order to remember this
article I ask myself what did I associate with this aid center?

9 NANNY: I associate ninth article of this list that I want to memorize with a nanny. In order
to remember this article I ask myself what did I associate with the nanny?

10- DEN: For tenth article of the list that I want to memorize, I create a fixed den. I put the
relevant article into this den or associate with it. In order to remember this article I ask myself
what did I associate with this den?

On the basis of the advices above, you should create your fixed pictures for these ten word
associated with the numbers. You also should use the rules affecting the memory like
abnormality, humour senses creation and so on.

I think you can memorize your custom list including to 10 by using this fixed list. Even you
can remember the articles in the list from beginning to end or end from end to beginning or
randomly.

I am sure you have questions like that what will happened if have more than ten articles
in my list? or Can I distinguish a list with previous one?. Do not care if you will not
distinguish with a list with previous one. If you obey the memory association rules, the list
easily supersede the previous one. Furthermore, I advice you to use this simple list to
memorize short lists and for short term memorization tasks.

26

Or you can even ask me such a question: What if this list contained 500, 1000 or even 2000
words, is it possible to keep that list in mind with the same accuracy and speed?

Answer of this question is YES. With Photographic Memory Techniques you can achieve
many things that you even can not imagine now (see
www.PhotographicMemoryTechniques.com). Beyond doubt, the example I gave above with
simplification is not adequate alone for such things. However, I think that it gave you an idea
on the process.

In the next chapter, by examining new examples which form the basis of the techniques, we
will have stronger knowledge about the information we learned.

If you repeatedly need to look at the dictionary for the foreign words that you think you have
learned, I advise you not to miss the next chapter titled "Three Fundamental Rules for
Permanent Learning of Foreign Words.

27
CHAPTER - 5

THREE FUNDAMENTAL RULES FOR
PERMANENT LEARNING OF FOREIGN WORDS

In this chapter I will prove you that learning foreign words of other languages is not difficult. If
you know the right and effective techniques, you will see that this is really an easy job.

Also dont get impatient by saying, Will you again talk about rules and theories? Dont
worry! Today, I will both explain you the three rules to learn ten new Turkish words
permanently, and teach you these words using just these three rules. You may wonder why I
chose Turkish words. You are right, I could have chosen other foreign words for this
application. Since, World Mental Calculation, Memory & Photographic Speed Reading
Olympiad, MEMORIAD
TM
2008 is in Istanbul, Turkey, I thought choosing Turkish words
may be beneficial to the participants of this gorgeous event (see the details of Memoriad (*)
at www.memoriad.com).

(*) Memoriad
TM
is trade mark of the Memoriad Organization.

Anyway, lets talk about our subject. The three rules that I will give would seem easy. But if
you use and apply these three rules, you will see that they are really effective. Here are the
rules;

RULE-1) People generally remember what they see easier than what they hear.

Have you ever thought that why most of the people remembers the face of a person whom
he/she met before, but cant remember or have difficulty in remembering his/her name?

Let me directly give the answer. Because the faces are seen, but the names are heard.
Therefore you remember the faces more, and the names less. Thats the first rule saying this
fact.

If we relate the first rule to learning words of foreign language; in some way, you should
make the foreign word be seen. How come? We will see this by applying to the new words
we will learn below.

RULE-2) Before explaining this rule, I want to talk about an experiment which was made in
California Vision Center.

As you know, during the process of seeing, the vision that comes to our eyes is transferred
by the electrical signals to the visual cortex which is at the back of our head, and then we can
see. Thus, seeing occurs as an electrical activity in the brain. Today, with the help of
technology, we can measure these electrical activities.

Many experiments were conducted in California Vision Center, about the relationship
between real vision and imaginary vision. For example, a crystal glass was shown to
subjects and the electrical activity that occured in the visual cortex at the back of the brain
was recorded. Afterwards subjects were encoured to try seeing the same crystal glass while
their eyes were closed.

In the measurements, it was found that the electrical activities produced in the visual cortex
were similar in each case. For the ones who have a great imagination, this similarity was
28
very close. The second rule depends on the findings of this experiment. Here is the second
rule;

There isnt much difference between real vision and imaginary vision regarding the
effect they make on the brain.

RULE-3) In fact we have learned this rule in one of the previous chapters;

Incidents and information which have memory relationships are easier to remember.

Now I reach to a result by integrating these three rules;

If people remember what they see easier, first of all I make the foreign words I will learn
visual. If there is no difference between real vision and imaginary vision, using my
imagination, I visualize pictures or incidents in my mind that represent the words. Therefore I
affect my brain as if I have really seen these incidents. And I establish a mental association
between the visual picture or incident representing the foreign word and the meaning of it.
Therefore everything is ok. We will use these processes together with a technique which I
call "Mind Eyes Technique" and "Photographic Memory Cards (PMC)".

If you pay careful attention, the right hemisphere of the brain is used for learning in these
three rules, by addition of factors like using figures, pictures and imagination.

So, are these three rules really effective? Lets see the answer in some examples together.
Please examine all the examples given below, before you proceed to the next chapter.

For example, the Turkish word for MILK is ST (pronounced SEWT). Imagine you or a man
with a SUIT (ST) is trying to milk some MILK.

Lets take another Turkish word. The Turkish word for MEAT is ET (pronounced as in
AT).Imagine you or a man ATE (ET) a lot of MEAT.

29
The Turkish word for WINE is ARAP (pronounced SHARAP). Imagine yourself or a man
drinking some WINE, but the WINE tastes very SHARP (ARAP).

The Turkish word for TICKET is BLET (pronounced BEELET). Imagine a man buying a
TICKET and asking to seller to BILL IT (BLET) to his address.

The Turkish word for FOOD is YEMEK (pronounced as YEMEK). Imagine YOU MAKE
(YEMEK) delicious FOOD. YYECEK (pronounced as YEEJEHEK) is also another Turkish
word used for FOOD).

The last Turkish word well learn is SU. The Turkish word for WATER is SU (pronounced
SOO). Imagine you SUE (SU) the municipality for the dirty WATER it provides.

You have learnt six new Turkish words so far. Now lets test ourselves with these new words.
In order not to see the mental associations written above, please cover up the upper part of
this page before giving your answers.

TEST - 1 : TEST YOURSELF FOR NEWLY LEARNT TURKISH WORDS

What is the English for Turkish word SU ? (SOO) _______________

What is the English for Turkish word ARAP ? (SHARAP) _______________

What is the English for Turkish word BLET ? (BEELET) _______________

What is the English for Turkish word YEMEK ? (YEMEK) _______________

What is the English for Turkish word ET ? (AT) _______________

What is the English for Turkish word ST ? (SEWT) _______________

TEST - 2 : TEST YOURSELF FOR NEWLY LEARNT TURKISH WORDS

It is time now to remember the Turkish words from its English counterparts. Again please
cover up the upper part of this page before giving your answers.

What is the Turkish word for WINE ? _______________

What is the Turkish word for MILK ? _______________

What is the Turkish word for WATER ? _______________

What is the Turkish word for FOOD ? _______________

What is the Turkish word for MEAT ? _______________

What is the Turkish word for TICKET ? _______________

30
If you want to learn more Turkish words, you can visit the website www.EasyTurkish.com for
more information. For more information about this subject concerning any other foreign
language words please visit www.PhotographicMemoryTechniques.com.

I am sure that you wonder what the next chapter is about. I will give you some hints by
asking a few questions. Have you ever noticed that your brain couldnt not go beyond some
specific forms? Do you want to realize the forms that your brain has. Are you interested in
mathematical creative thinking and creative techniques of problem solving? If your answer is
yes, I advise you not to miss the next chapter.

31

CHAPTER - 6

MATHEMATICAL CREATIVE THINKING
AND CREATIVE PROBLEM SOLVING

As you can understand from the headline of this chapter, we will try to discover the
relationship between creative thinking and creative problem solving.

Lets start this chapter in a different way. Especially, I want to tell you a an anectode about
creative thinking.

CREATIVE THINKING LESSONS GIVEN BY VILLAGE HEADMAN

One of the villagers, who earn their keep by transportation with the
mules they grew, was died. He had left seventeen mules to his three
sons. From his testament, it was understood that he left half of the
mules to his eldest son, one thirds of the mules to his middle son, and
one ninth of the mules to the youngest son.

The village headman who had come to distribute the testament,
aligned the mules in a row. However, he understood that he cant
distribute the half, one thirds and one ninth of seventeen, without
dividing the mules. Sons were already arguing against this situation,
since dead mules were useless to them.

17 x 1/2 =8
17 x 1/3 =5 2/3
17 x 1/9 =8 1/9

While the villagers thought that, this was an impossible problem to
solve, and the headman wouldnt be able to tackle it, the headman
brought one of his mules, added to the mules to be distributed and
distributed the testament like that:

Gave half of the mules or nine of them to the eldest son, one third of
the mules or six of them to the middle son, and one ninth of the mules
or two of them to the youngest son.

17 + 1 = 18 mules
18 x 1/2 =9
18 x 1/3 =6
18 x 1/9 =2
(9 +6 +2 =17)
18 17 = 1 mule

Then the headman who had accumulated nine, six and two, and
found seventeen took his own mule among the surprised eyes of
villagers and went home.

32
I think nobody would doubt about the creative thinking and problem solving ability of the
village headman in the anectode above.

So, how do you feel yourself about creative thinking?

Do you feel yourself like the villagers who immediately believe that there is no solution, or
like the village headman who see the solutions that nobody realizes? Lets have a look at the
answer of this question and its relationship with creative thinking.

Especially, if you want to discover the present forms of thinking in your mind about creative
thinking, before proceeding with the next chapter, please Test Your Creative Intelligence
with the test given below.

CREATIVE INTELLIGENCE TEST

ATTENTION: The aims of this test are both testing your creative mind and ensure you to
realize how your brain has some fixed boundaries without your awareness.

Before start to test take a pencil. Take maximum 30 seconds for each question. If you can
not find the answer in 30 seconds, pass this question to the next one. Besides, write your
answers to the spaces near questions.

At the end of the test, all answers of the questions will be given. Compare your answers with
these answers.

QUESTION 1

Describe or identify the figure / figures given below. Before passing to the other questions in
the test, try to answer this question in 30 seconds..

QUESTION 2

Now try to link the 16 dots given below by using no more than four straight lines which will
cross through all 16 dots, without lifting your pen or pencil.

.

33
QUESTION 3

How many squares can you count in the following figure? What is your total?

QUESTION 4

Read quickly the sentence given below and write what you have read down.

QUESTION 5

Lets ask another question on writing. Using straight lines, write a letter H without lifting your
pencil, without crossing and without tracing on the same the lines.

QUESTION 6

Are you good at mathematics. Anyway, dont worry. This question is simple mathematics.

A man is in US$ 450 debt. When the day for payment came, he realized that he would not be
able to pay it. He called two of his friends and asked them to lend him some money. These
friends had lent him US$ 250 each.

The man who had now US$ 500 had paid his US$ 450 debt and saved the remaining US$ 50
for himself.

But this time he was in US$ 500 debt to his friends. Thinking that he would not be able to pay
his total debt on time again, he had send US$ 10 to each of his friends. So he had US$ 30 in
his hands.

In summary, by just paying US$ 20 back, he decreased his dept from US$ 500 to US$ 480,
and he also had US$ 30 in his hands. Then he realized that, US$ 480 dept together with the
US$ 30 remained summed to US$ 510. Eventually this man had made a profit of US$ 10 in
this process. How do you think this was so?
34

Please do not pass to the next question before answering this one. Do not worry if you
couldnt find the answer in 30 seconds. All the answers will be given at the end of the test.

QUESTION 7

Below are there two equilateral triangles that are made up of six matches. Try to rearrange
these six matches to produce four identical equilateral triangles.

Test is over now. All the questions will be answered in the next step. Compare your own
answers with the given ones. Do not get nervous if you couldnt have answered some of the
questions because nobody has given you training about creative thinking and creative
problem solving techniques until today. Everyone including scientists as well as students
should learn to think in a nonstandard and creative way.

There is another reason why you overstrain your brain with some of these questions other
than certain standards you used to. The way these questions were prepared and asked
directs you to prevalent patterns. Lets browse which models you were directed by these
questions. Now you can go to next page to see the answers.

35

CREATIVE INTELLIGENCE TEST
( ANSWERS)

ANSWER 1

You probably focused on the absurd black object in order to distinguish the figure. But there
was not such a rule in the question. You put yourself in a standard by an acknowledgment. If
you have focused on the spaces between the black objects you would have easily realized
the word TEST. Undoubtedly the way the question was asked was not wrong. Solutions of
many problems in real life were overlooked alongside other irrelevant factors most of the
time.

ANSWER 2

In linking the 16 small dots by using 4 straight lines without raising your pencil your brain is
directed per se. Probably you faced similar questions in life with restrictions such as not
running over the lines and their passing from the center. Your brain has developed a model
for such kind of problems. Although there were not such restrictions in this question, you
were strained because of restricting yourself. There the practices and experiences you have
met until today restricts your brain and your potential to think in a similar way.

ANSWER 3

If your answer is not 30 you are wrong. This is not a difficult question. But it requires
attention. Attention, concentration and dividing the problem into steps are important. You
should count not only the small squares but the bigger and separately located ones also.

36
ANSWER 4

Check the words and letters again. You would see that the letters H and A were printed
identical. Your expectation on what the words are led you to perceive these two letters
differently even they were printed identical. This expectation is so strong that you have read
the sentence as THE RAT
.
You have seen the power of expectations and how they affect your brain. Expectations are
one of the factors that led you to faulty ways of thinking sometimes.

ANSWER 5

The reason why you overstrain your brain with the question on writing a letter H by using
straight lines and without raising your pencil and without tracing on the same lines is again
the patterns your brain used to.

The letter H that we write everyday is of course different than the letter H given above.
But you couldnt have imagined an alternative form of letter H although there was no
restriction on the form of the letter in the question.

ANSWER 6

Here you were again put into a standard through a faulty logic. If you couldnt find the error,
read the explanation below.

This man had decreased his debt from US$ 500 to US$ 480 by paying US$ 20 back to his
two friends. This US$ 480 debt already includes the US$ 30 in his pocket meaning that it is
pointless to sum his final debt US$ 480 and the remained US$ 30.

If you were asked how much this man owes in total, you would easily answer. But a faulty
expression was presented as if it is right and this led you to be stereotyped.

ANSWER 7

If you havent solved this problem, heres the answer; Think in three dimensions. You can
imagine a three-dimensional structure that will meet the required objective.

37
After trying this test I am sure that, you are convinced about the forms in your brain.
Unfortunately we prejudge things we see, because of the forms of thoughts in our brain, and
we think that such a thing is impossible or nobody can do it.

Certainly these prejudgements limit our potential of learning and causes us to lose many
opportunities just because we even dont try them.

I think you can guess now. I want to change to subject to Mental Mathematics and
Memory Techniques.

Mathematics, in fact, is the nightmare of many people, and it is one of the subjects which is
most frightening. Here, learning how to use both of the two hemispheres of our brain
balancedly is one of the most important factors too. The people who only have an improved
left hemisphere and can use the functions of this hemisphere well, should improve their right
hemisphere as well in order to have creative thought. Without using their right hemisphere
together with the left one, it is impossible for them to creatively use the subjects and the
formulas they have learned.

I am sure that, from the examples on our web site or the introductory programmes on the TV,
you have learned quickly squaring some of the numbers. Now I will teach you how to square
the numbers close to 100 quickly.

Some people may not be interested in mathematics SO MUCH. The ones who are interested
in mathematics, can immediately analyse the example below and reach the hints I will give.
Others who are not interested in mathematics may proceed to the next chapter of the book
without going into details of the mental math methods given below.

Mathematics is really nightmare of lots of people and it is one of the most frightening
subjects. Teaching to use both two hemispheres of the brain is the main matter. People
developing only left hemisphere and using this hemisphere efficiently must develop their right
hemispheres too, to be more creative. It is impossible to approach subjects and matters
creatively without using right hemisphere.

I am sure that you have learned how to calculate square of numbers close to 1000 quickly
with both examples in web page and introductory programs in TV channels. I will teach you
how to calculate square of numbers close to 100 with similar examples.

Mental math may not be attractive for some people. People being interested in mental math
will quickly reach some simple clues by checking following application.

MENTAL CALCULATION PART 1

MENTAL CALCULATION OF SQUARES OF NUMBERES CLOSE TO 100

For example, assume that I want you to calculate the square of the following number;

97
2
= ?

Of course it is impossible to solve this question quickly without mathematical creative mind.
But when you use your mathematical knowledge creatively it will be a childs game to answer
for you.

In order to solve this problem creatively, lets to try to find a mathematical rule.

38
a
2
b
2
=( a +b ) ( a b ) now lets leave a
2
alone at the left side;

a
2
=( a +b ) ( a b ) +b
2
write 97 instead of a in this equation,

97
2
=( 97 +b ) ( 97 b ) +b
2
now, choose a value of b that makes 97 +b equal to
100. This value is b =3. Lets substitute this value in the formula above;

97
2
=( 97 +3 ) ( 97 3 ) +3
2
=100 x 94 +9 =9409

Lets make a rule after this creative problem solution. We can easily calculate squares of
numbers close to 100 by formula of two square differences. We can do it in two steps.

STEP 1: The number that is lower than 100 will be decreased by the same amount again.
Then the new number is multiplied with 100 by placing two zeros at the right side of itself;

( 97 3 ) x 100 =9400

STEP 2: The number found in last step is added to square of the number that is equal to
100 minus the number whose square will be calculated;

9400 +3
2
=9409

Lets apply this method to another example;

Example 1 :

99
2
= ?
For this example b =1
STEP - 1: ( 99 1 ) x 100 =9800
STEP - 2: 9800 +1
2
=9801

Example 2 :

96
2
= ?
STEP - 1: ( 96 4 ) x 100 =9200
STEP - 2: 9200 +4
2
=9216

All examples we have calculated are smaller than 100. What will we do when the number
whose square was asked higher than 100?

That is very easy. The number that is higher than 100 will be increased by the same amount
again. Then the new number is multiplied with 100 by placing two zeros at the right side of
itself;

Lets show this with an example.

Example 3 :

101
2
= ?

This number whose square was asked is close to 100. But now this number is not lower than
100, it is 1 point higher than 100. In this condition we will go by adding 1 to 101;

39

STEP - 1: ( 101 +1 ) x 100 =10200
STEP - 2: 10.200 +1
2
=10201

Example 4 :

102
2
= ?

102 is equal to 100 plus 2. So for this example b =2.

STEP - 1: ( 102 +2 ) x 100 =10400
STEP - 2: 10400 +4 =10404

MENTAL CALCULATION PART 2

MENTAL CALCULATION OF SQUARE OF THE NUMBERS ENDING WITH 5

Now I am giving you another rule as ready. You can use this rule however you want. But
later I want you to take some time to study how this rule was made.

Now I am teaching you how to calculate square of the numbers ending with 5.

Rule 1 : Last two digit of square of the numbers ending with 5 is always 25.

Rule 2 : It is very easy to find other digits of square of the numbers ending with 5. Left
digit(s) of the answer is calculated by multiplying the number that is left side of the digit of 5
with 1 plus this number. Lets try to understand that with an example. You will see that the
solution is a childs game. Assume the number whose square asked is 35.

Example 5 :

35
2
= ?

1 According to the rule, last two digits are always 25. 35
2
= ? ? 25

2 According to this rule, other digits of the answer are calculated by multiplying the
number that is left side of the digit of 5 with 1 plus this number. 3 that is in left side of 5 for
35 will be multiplied 1 plus itself. So left digits; 3 x ( 3 +1 ) =3 x 4 =12

20 is the left digits of the answer So 45
2
= 2025

Actually, it is easier to apply firstly Step 2 and then write 25 right side of it. Lets try to
calculate square root of 65 as another example. But this time, in order to make it easier, we
will apply firstly Step 2 and then Step 1.

Example 6 :

65
2
= ?

STEP 2: 6 x ( 6 +1 ) =6 x 7 =42 65
2
=42 ??

STEP 1: The answer is found by putting 25 right side of the number above.

40
65
2
=4225

Assume that now I want you to calculate the 983265 x 317243 =?, mentally without using a
calculator. I am sure you do not say anymore that it is impossible to do it! because of your
fixed boundaries in your brains.

Finding this calculation without a pencil and paper of course requires both creative problem
solving and photographic memory techniques. If you want, you or your child, to learn
mathematical creative mind and problem solving and so able to do all kind of mental
calculation and be self-confident mathematically, you need to see hundreds of techniques in
the e-book of Mental Math Manual (see www.MentalMathManual.com and
www.MentalCalculationManual.com).

Although you are not so much interested in math, learning these techniques provide you lots
of advantages. The most important advantage of gaining skills of Mental Calculation and
Memory Techniques is that you can both increase your creative mind and creative
problem solving skills and have a high selfconfidence.

41
CHAPTER - 7

WHAT SHOULD BE DONE IN ORDER TO KEEP
THE MENTAL POTENTIAL AT MAXIMUM LEVEL?

Today we will complete the last of our chapters. But the hints that I will give you are not over
with this book. I will continue to send you fresh hints and free e-books with the Memoriad
Journal each month, which will be sent to your e-mail.

Anyway, lets return to the subject of this chapter. The headline of the subject, which is a
question sentence, clearly shows us the ultimate aim. Before proceeding to the answer of
this question, I would like to summarize what we have learned up to now one by one.

Chapter - 1 : In this chapter we began to study by learning two important facts;

1-) If a person who doesnt have a memory or brain training uses 1 % of his brain, then a
person who has memory or brain training uses at least 3 times of that value, which is 3 %.
And there is still 97 % part of the brain to be discovered.

2-) In conventional or ordinary study methods, brain needlessly becomes too exhausted.
Whereas, as a result of memory or brain training, it is possible to learn in a faster and easier
manner, and also the brain is less exhausted.

Chapter 2 : In this chapter;

1-) We have learned that the brain is formed of three different computers, which are
primitive brain, midbrain and cortex.

2-) We have seen that, while we can not remember the meal we had eaten in a recent time,
at the same time we cant forget an accident or an happy moment. We have discovered the
importance of the hippocampus which is the controller of the recorder of our brain.

Moreover, if we include our emotions to the process of learning, we have learned that the
center of emotions immediately activated the recorder of our brain.

Chapter 3 : In this chapter, especially, we have understood that each lobe of our brain is
expert in different subjects;

1-) We have determined that the left hemisphere of the brain is predominant in the subjects
like speaking, mathematical operations, arrays, numbers, analysis and details; and we have
determined that it worked in a logical and linear manner.

2-) We have understood that the right hemisphere of our brain is predominant in the subjects
like rhytym, dreaming, colours, sizes, volumes, music and understanding the integrity of
subjects etc.

3-) We have learned that the secret of increasing the capacity of our brain and memory laid
behind using both of our brain hemispheres balancedly.

Chapter - 4 : In this chapter;

We have learned the importance of establishing memory associations and training of mental
sight in order to increase our brain power and memory capacity, by testing on ourselves.
42

(Example: 1 Van - Book, 2 Toe - Run, 3 Tree Helicopter, 4 - Door - Dog, 5 Fife -
Wood, 6 Sacks Cake, 7 Saving - Money, 8 Aid - Rice, 9 Nanny - Baby, 10 Den -
Carpet)

Chapter - 5 : In this chapter we have learned the three fundamental rules of learning foreign
words permanently, and tried these rules on ourselves.

These rules are;

Rule-1) People generally remember what they see easier than what they hear.

Rule-2) There isnt much difference between real vision and imaginary vision regarding the
effect they make on the brain.

Rule-3) Incidents and information which have memory relationships are easier to remember.

Chapter - 6 : In this chapter;

1-) We have clearly seen that the forms of thoughts in our brain limited our brain capacity
and creative thinking.

2-) We have learned how the calculations, which had seemed impossible to be done in ones
head, turned out to be easy and amusing with the methods of creative thinking and memory.

In summary, we have learned a total of 12 important points up to now. As a starting point,
these 12 clauses basically form the 12 golden keys of achieving the mental potential.

I think the most important contribution of the chapters of this e-book is that, they made you
realize the fact that the power of brain and memory could be improved with training. Surely
these chapters have shown you that there are different ways to go, but they didnt include
training of the details of all subjects.

So, after this step, what do we have to do in order to use our brain potential at the
maximum level? There are two alternatives for you;

1-) To make progress by trying to discover the rules that you have learned in this course.
Surely this will be a long, unplanned and exhaustive way.

2-) Without being contended with the rules you have learned in these courses, proceeding
one step more into the next important level and having training in your field of interest, from
an expert institute on this subject. J ust at that step, I want to declare that an organization,
Memoriad, who regularly prepares different memory and mental calculation training sets and
e-books due to the needs and makes that training easier. The income of this organization is
distributed as money prizes for the winners of MEMORIAD, Mental Calculation, Memory &
Photographic Reading Olympiad. The Memoriad organization is ready to serve and
support you in all these fields.

This e-book is brought to you by www.MEMORIAD.com .

MEMORIAD : WORLD MEMORY OLYMPIAD
43

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