File Information: Uploaded by the authors: Daniele Murray and Paul Murray, Caring for Children Foundation, LTD; PMURRAY315, File name: ("CTHK.TXT" ),created:December 11,1995. Keywords:(" DYSLEXIA","ADD","EDUCATION","LD")
CREATIVE THINKING:
YOUR PERSONAL CAPACITY TO UNLOCK GENIUS ABILITIES AVOID EMBARRASSMENT, GAIN RESPECT, and BE POPULAR
What is your level of Creative Thinking?
Do you have learning differences?
Can you see into the future ?
BY: DANIELE M. and PAUL F. MURRAY
⌐ Copyright 1995 Daniele M. and Paul F. Murray. Not to be reprinted or reproduced in any form without the express written permission of the authors.
All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Cyber-Space Publishing for the Caring for Children Foundation, LTD.
This information on learning differences and the abilities of Creative Thinking that many people have is being provided freely on the Internet so that others who have similar feelings and capabilities can be successful with less effort and in a relatively shorter time.
This is shareware. Donations are welcome as a resource to bring this information to many who would otherwise not be aware of these thoughts. If you find this information useful, a donation of $10, or whatever you can afford, will be gratefully accepted.
Caring for Children Foundation, LTD.;
P.O. Box 2009, Osterville, MA 02655
CONTENTS
TITLE PAGE
PREFACE 2
INTRODUCTION 3
CREATIVE THINKING 5
LEARNING DIFFERENCES- A LIFE OF CONFUSION AND
EMBARRASSMENT, WITH GENIUS ABILITIES: 6
STRENGTHS OF CREATIVE THINKERS 8
UNUSUAL ABILITIES OF SOME CREATIVE THINKERS 9
SOME GIFTS OF CREATIVE THINKING 10
USEFUL TEACHING CONCEPTS 11
61 EFFECTIVE STRATEGIES FOR CREATIVE THINKERS 12
SOCIAL SKILLS 13
TECHNICAL SKILLS 18
CONCLUSIONS 24
APPENDIX A: REFERENCES: BOOKS and SEMINARS 26
APPENDIX B: STUDENT'S SELF-TEST'S FOR CREATIVE THINKING 30
APPENDIX C: ADULT'S SELF-TEST'S FOR CREATIVE THINKING 33
APPENDIX D: SOME COMMON TRAITS ASSOCIATED WITH THE LEARNING
DIFFERENCES OF DYSLEXIA AND ATTENTION DEFICIT DISORDER 36
APPENDIX E: SOME PSYCHIC EXPERIENCES OF CREATIVE THINKERS .38
PREFACE
In addition to the sources referenced in Appendix A, the ideas in this book are based on the authors' personal experiences with learning differences: characterized as dyslexia and the related syndrome of attention inconsistency, thinking visually, and seeking stimulation, that is commonly refereed to as Attention Deficit Deficiency (ADD).
Paul Murray, spent many years living with the handicaps described above. It took hard work, persistence, some fortunate luck, and use of many of the techniques explained here, to reach the highest levels of success in academics, sports, and business. The co-author, Daniele Murray, is a student who is learning to live with her learning differences and to unlock her unique mental abilities of Creative Thinking.
This information on learning differences and the abilities of Creative Thinking that many people have is being provided so that others who have similar feelings and capabilities can be successful with less effort and in a relatively shorter time.
As with all ideas, the "idea" in this book can not be copyrighted. We want the ideas to spread. Modify them, adapt them, tell others, test the questionnaire, and invent new strategies. The only thing that's copyrighted is the wording of this text. Permission is hereby granted for you to reproduce this text, or excerpts, for public benefit (e.g. in a non-profit newsletters); but not for commercial uses. It is our express intention to publish this text commercially.
If you do print articles that discuss these views, we would love it if you can send us a copy. We would like to follow the ideas and discussions.
Donations are welcome as a resource to bring this information to many who would otherwise not be aware of these thoughts. If you find this information useful, a donation of $10, or whatever you can afford, will be gratefully accepted.
⌐ Copyright 1995 Daniele M. and Paul F. Murray
Caring for Children Foundation, LTD.
E-Mail INTERNET:74534.1273@compuserve.com;
P.O. Box 2009, Osterville, MA 02655
INTRODUCTION
The theme of this book is that, "Everyone is different; but that each person has some of both the positive and the negative attributes of learning differences. There are a multitude of attributes and each person falls some where on a continuum of ability for each trait. Everyone has some of the attributes of Creative Thinking and can benefit from the ideas presented here.
To determine an approximation of your personal degree of Creative Thinking, please take a few moments now to take one of the "Self-Tests For Creative Thinking" in Appendix B or C. Appendix B is for students and Appendix C is for adults.
One of the intentions of this book is to reach those individuals needing remedial educational training because of learning differences. Hopefully the information provided here will motivate them to take control of their future. We hope to place them in a frame of mind to acknowledge their situation and also to see "a light at the end of the tunnel." Once these individuals can overcome their educational problems and learn to cope with the complexities of learning differences, they can look forward to the possibility of using some of their genius abilities of Creative Thinking that are available to them as a result of their unique thinking processes.
A second objective of this book is to replace the negative sigma, that unfortunately frequently accompanies learning differences like: dyslexia and ADD, with the positive attributes of unique mental abilities, that we call Creative Thinking. These strengths come from the visual mental processing that enables many Creative Thinkers to discern patterns into the future, communicate on a higher level, and understand complexities that baffle others.
The third objective of this book is to help identify those individuals having a high degree of Creative Thinking. Only rarely does a person with learning differences get to make use of his Creative Thinking abilities. Too many people fail to reach their potential.
The future rests in the hands of those who can think creatively and accomplish what no one can even envision in today's environment. People with learning differences frequently have gifts of mental abilities that they and others can not even comprehend. In yesterday's environment conformity was required; but for tomorrow's the ability to think creatively, beyond anyone's current imagination, will be necessary to be competitive.
This book is not intended to provide remedial training of educational deficiencies, such as: reading, spelling, handwriting, comprehension, etc. This educational achievement can only be accomplished in a school or tutoring setting with patience, structure, considerable time, review of the basics of language, and a multi-dimensional educational approach using the senses of hearing, seeing, touching, and feeling.
This book is not intended as a substitute for proper medical advice. The ideas in this book are based on the authors' personal experiences with learning differences; and as such these ideas are not to be considered medical advise. Readers should seek competent medical advice from qualified health care practitioners for any symptoms that may require diagnosis or medical treatment, and before taking any medication, including over the counter medicine.
There are some interesting and reportedly successful medical and common sense treatments that seem to be helping many people with learning differences. * These treatments include stimulants: like Ritlin or caffeine, antihistamine medicines that treat inner ear problems: like Sudafed or Dimetapp, anti-motion treatments: like Dramamine or Bonine, and coping skills to deal with confusion and disorientation. Following a well-balanced diet, eating breakfast, taking vitamins and minerals supplements, and getting 30 minutes of vigorous exercise daily is good common sense that will help everyone. Both authors have been following the medical advise of Dr. Levinson, regarding inner ear medicine, with significant success.
Please refer to Dr. Harold Levinson's book, Smart But Feeling Dumb, Mr. Ronald Davis' book, The Gift of Dyslexia, as well as other sources in Appendix B.
CREATIVE THINKING
Creative Thinkers can frequently see into the future by identifying and projecting patterns and other forms. With the use of unique visual mental processes they are able to predict outcomes and visualize results that others can not comprehend. Creative Thinkers can also sometimes change time perspectives and view events as they unfold in slow motion. This can enables them to react favorably especially in sports.
These abilities seem to be most pronounced in people that we frequently consider to be handicapped or even stupid. Creative Thinking is the positive side of those people who have learning differences like dyslexia and Attention Deficit Disorder. Some of the common traits associated with learning differences of dyslexia and ADD are listed for reference in Appendix C.
Creative Thinkers unique mental processing style of three-dimensional visualization, of abstract as well as material things, can create some interesting and profitable observations.
Creative Thinkers often find it easy to move from one field to another; because they can master new subjects quickly and become instant experts. They can see the big picture, not get lost in details, and get to the heart of the matter. Creative Thinkers see patterns, connections, and similarities that enable them to see clearly into the future by projection.
LEARNING DIFFERENCES- A LIFE OF CONFUSION AND EMBARRASSMENT,
WITH GENIUS ABILITIES:
Disabilities can be physical or mental. Our society provides special considerations and compassion for people who are physically disabled, especially those who are visually obvious, such as those using a cane or a wheelchair. Mental disabilities, like the learning differences of dyslexia and ADD, are hidden.
The students with specific learning disabilities are protected by a federal law, The Individuals with Disabilities Act (IDEA), and various state laws. The federal law, IDEA, assures that all children with disabilities are provided a free, appropriate public education designed to meet their unique needs.
Dyslexia is a learning difference of language and communication that can result in lapses of memory, difficulties in learning to read and communicate, or the lack of understanding of social situations. The characteristics of the learning difference Attention Deficit Disorder (ADD), without hyperactivity, include: being aware of everything around them, easily distracted, seeking stimulation, having difficulty with auditory processing, and thinking visually. People with these learning differences are unique because they learn, think, and respond differently to the world around them. They frequently are very Creative Thinkers because of their unique mental processing.
Those of us who have learning differences do not want to expose the inability to function sometimes as quickly or with the same memory functions as others, because of embarrassment. Frequently others will laugh at simple mistakes, such as: not knowing the day of the week, a close relative's name, how to remember and dial a telephone number, or the location of a letter in the alphabet. These examples may explain why people with learning differences have a sense of inferiority and tend to withdraw from social contact. The sense of frustration, ridicule, and embarrassment can be overwhelming. Many times these handicaps can be overcome by training, medicine, and instruction; but most difficulties are with us for life. Those traits that we can not change are sometimes better not disclosed and can be disguised with some simple deception.
Using deception is okay for self protection. Do not give anyone the opportunity to laugh at you, ridicule, or humiliate you in any way. Athletes, like Greg Lemond the former World champion cyclist, use deception to hide their real feelings of hurting, physically and mentally. Greg told me, "Never let your competitors see you hurting. Put on an act to deceive them, otherwise they will attack you when they think that you are the weakest."
Arnold Schwarzenegger's advice, in posing in a body building contest, was, "Never let the judges see your weaknesses. Show your strengths and hide any problems. Be self-confident about your abilities and they will show."
Dale Carnegie, the famous personal relations and public speaking coach, said, "Assume a trait like self-confidence and soon you will be use to it and it will come naturally to you." Spies need deception to protect their real identity, their objectives, and frequently their life. Make use of the suggestions that follow and others that you invent to present yourself in a way that, "you can anticipate and control situations."
STRENGTHS OF CREATIVE THINKERS
Many people with learning differences are capable of some extraordinary thinking and can be extremely successful once they learn some coping strategies. Some of Creative Thinker's strengths are:
Persistence,
Concentration,
Perception,
Vivid imagination,
Creativity,
Drive and ambition,
Curiosity,
Thinking in pictures instead of words,
Superior reasoning,
Capable of seeing things differently from others,
Love of complexity,
Simultaneous multiple thought processing,
Quickly mastering new concepts, and
Not following the Crowd.
Most people who are not dyslexic and rate low on the scale of Creative Thinking, are verbal learners, based on word acquisition by hearing. Verbal learning is limited to the speed of speaking and this information goes into the conscious mind, so that the non-dyslexic is aware of the information.
Thinking and learning in pictures rather than words is thousands of time faster, and is subliminal, going directly into the subconscious mind. This visual learning style is what a Creative Thinker uses. The acquisition of information as pictures create an immense amount of multi-dimensional information, that can be manipulated in many forms by the brain to enable intuitive thinking, perception, and other interesting thought processes. Frequently this learning style leads to thought delays, because of the tremendous amounts of information processed.
This rapid acquisition of picture form knowledge gives the Creative Thinker a significant advantage; but confusion and disorientation can arise with words and thoughts that do not have pictures, like sight words. Non-visual sight words must be learned and experienced multi-dimensionally for dyslexics to learn to read. Fortunately there are only a few hundred simple words to learn.
UNUSUAL ABILITIES OF SOME CREATIVE THINKERS
Although each Creative Thinker is distinctively different in their mental capabilities, some of these abilities can be evidence of the intellectual and creative powers of a genius waiting to be unlocked. Imagine feeling that someone is behind you before you can see or hear them. Some Creative Thinkers have mental abilities that go well beyond this common phenomena and approach the supernatural. Examples include:
Doing complex math in their head quickly; but not knowing how they did it,
Seeing a solution from a mental examination of the components, such as projecting interest rates for investments, or creating a new computer chip,
Communicating telepathically with others, or
Controlling the outcome of events, like calling the correct numbers on dice before they are rolled.
Although not all Creative Thinkers possess these talents, extrasensory perceptions like these represent abilities that are uniquely valuable to some; but ludicrous to others who do not understand the learning and mental processing differences of Creative Thinking.
The authors intend to continue with research about some of the phenomena described above as super natural gifts. Readers are invited to provide their personal experiences. Appendix D describes a few psychic experiences.
Creative Thinkers have some unique gifts that enable them to succeed in areas of great difficulty for other people. In spite of the frustrations of mental lapses that people with learning differences frequently experience, they do have a number of mental abilities that are unique and valuable. Some of the natural advantages of being a Creative Thinker are described here as challenges to make use of their distinct talents.
SOME GIFTS OF CREATIVE THINKING:
USE YOUR SUPERIOR REASONING AND CONCENTRATION SKILLS:
The ability to see things that others fail to recognize, such as: patterns of activities that lead to predicting future events and understanding of complex issues can compensate for short term handicaps. Give thought before answering or preparing written material. Look for meaning, especially ones that others will not see, until you identify them. Use your powers of total concentration; and share your ability to visualize and see ahead.
.
USE YOUR CREATIVITY, CURIOSITY, AND IMAGINATION:
Creative Thinkers are naturally very inventive and can use this trait to be successful. Be curious. Do something new. Break the mold of conformity. Invent exciting situations. Use your curiosity and imagination to explore and learn. Make use of your ability to notice everything happening around you.
UTILIZE RAPID MASTERY AND PERCEPTION TALENTS:
Many Creative Thinkers can learn new concepts and master new subjects quickly because of their visual learning style and their ability to see problems and situations from many angles. Be comfortable making rapid decisions. Be results orientated.
MAKE USE OF THE ABILITY TO PROCESS MANY THOUGHTS SIMULTANEOUSLY AND HAVE A HIGH TOLERANCE FOR AMBIGUITY:
The ability to watch and comprehend a number of television channels at the same time, while reading, and listening to music is a unique ability to think and perceive on multiple levels. Ambiguity is the ability to be comfortable with uncertainty. Seek to have many different activities going on at the same time.
BE COMFORTABLE BEING DIFFERENT:
Most people in our society are conformists, who "follow the crowd." Creative Thinkers frequently go in a different direction than others because they see the world around them in a unique visual way. The ability to see solutions that are different from the norm can result in exciting employment opportunities, for example in investments, computer programming, and national security areas. Creating unique interesting situations can result in personal leadership and profitable opportunities.
CONTROL DRIVE AND AMBITION:
Try to achieve a degree of reasonableness in the challenges that you undertake. Many Creative Thinkers are impulsively driven to accomplish more and more without limits, and can become overachievers. Set reasonable goals in a stair-like format to create winning situations. Control your impulse to seek huge wins and a sometimes exaggerated sense of urgency and impatience. Build on success.
USEFUL TEACHING CONCEPTS
Teachers and others trying to help people with learning disabilities can provide motivation and support by:
Empowering the student to make a contribution that is within their ability and is useful,
Provide choices to enable the student to feel in control,
Conducting early testing for learning differences to obtain early intervention and avoid the ridicule and embarrassment that most students with learning differences feel,
Provide opportunities for the student to teach others about something that they know,
Use visual and hands on, tactile, learning experiences and reduce the use of lectures and books,
Use computers as private tutors to teach at the student's level for remedial work,
Use line dancing and other group movements like hand signs, to practice rhythm, balance, and coordination,
Giving specific praise to make them feel special, and
Be that adult that that believes in them and is there for support.
Establish peer tutors so that students have role models and people they can speak frankly with,
Use touching, hugs, etc, as a warm positive experience that builds self-esteem and confidence.
Help students develop a system for systematically solving problems including: defining the problem, establishment of criteria, discussing alternatives, and coming to a logical conclusion.
Provide time structure for students and break up assignments into manageable pieces, and
Use games to teach reasonable risk taking.
61 EFFECTIVE STRATEGIES FOR CREATIVE THINKERS:
Students and adults with learning differences, of dyslexia and ADD need some "personal magic" to deal with other people to avoid embarrassment and gain respect. Many Creative Thinkers frequently feel left out of relationships and social situations. They suffer from frustration and embarrassment, because they can not do some of the things that others consider simple. Creative Thinkers, and others, should consider the following strategies of social and technical skills that represent common sense compensations, are relatively easy to implement, and are free of charge.
SOCIAL SKILLS:
1. BE SELF-CONFIDENT:
Look, feel, and act in control; knowledgeable and ready to meet any challenge. Volunteer, raise your hand and try. You will be successful sometimes and learn more from failures than any other way. Meet new people, make small talk, say hello to strangers, ask questions, participate.
2. ANTICIPATE SITUATIONS:
Be ready to react to problems by using your reasoning skills to think ahead to possible outcomes and allow your mind to prepare solutions in advance.
3. LEARN TO DEAL WITH FAILURE:
Everybody experiences failure. The intelligent people learn, by analyzing the situation, to try to turn the experience into a profit. Review tests to completely understand all questions and redraft all papers returned with corrections. Try to learn from each mistake, criticisms, etc. Attack problems from many angles, so that if one fails, alternatives are ready. Analyze and ask others what went wrong in relations, situations, etc. Learn what you might do differently.
4. BE PERSISTENT:
Never let others influence you to quit. Do not give up. Go on longer than anyone expects you to and you will probably see results that will surprise you because Creative Thinkers have unique abilities. Don't be discouraged by set backs. If your answer is not correct, ask why not and try again. Use your self-confidence to try many times with different approaches each time.
5. SEEK OUT WAYS TO BE SUCCESSFUL:
Look in any area for success such as: sports, social, school, home, community, etc. Look for ways to achieve positive results to keep up your spirits and motivation. When you think that you know an answer, be sure to volunteer. Look for small winning situations.
6. THINK BEFORE YOU SPEAK:
Consider the possible reaction that other people may have to what you are about to say. Avoid impulsive statements that you may later regret, wish to take back, or want to apologize for.
7. ASK FOR HELP:
Raise questions in your mind. Be sure that you understand, and can repeat in your words, the ideas being covered. If not, say that you do not understand and ask for explanations or help. Ask people to define words that are new to you. Ask a classmate or other friends to help explain directions, homework, etc.; so that you understand what and when you have to do something. Using a peer as a tutor can help.
8. AVOID HIGH PROBABILITY FAILURE EXPERIENCES:
Do not set unrealistically high goals. Examine your probability of success before committing to play or participate. Get the odds in your favor. Set realistic goals. Look for small wins.
9. ASK PEERS HOW THEY DEAL WITH THE PROBLEMS THAT YOU FACE:
Don't be afraid to show your feelings and discuss your concerns with sympathetic friends. Open up to sympathetic associates. Ask others how they would deal with problems that you face.
10. TRY NOT TO BE A LONER:
Social interaction is necessary and helpful to meet your needs of acceptance, as a source of information, and personal realizations. Be involved. Find a friend to help you with introductions, introduce yourself, or ask a question of someone new.
11. FORCE YOURSELF TO SAY HELLO EVEN THOUGH YOU CAN'T REMEMBER NAMES:
Creative Thinkers frequently are shy and avoid social contacts. They walk around with blinders on because they are fearful of meeting someone that they know very well, and realize that the person's name will not come to them. It's very important to say hello and be friendly. The name will usually come to you. If the name does not come to you, ask "Excuse me, I have a poor memory, I forgot your name." Keep your head up and say hello. Do not duck people just because you may not know their name. Use the third person, you, in conversation. Being friendly is more important than remembering a name. Your real friends will most likely know about your memory difficulties and have compassion.
12. LEARN HOW TO MAKE SMALL TALK:
Small talk is the sometimes meaningless or simple discussions that we have with friends or new acquaintances about the weather and other non-serious topics. Small talk makes people comfortable before moving into serious topics, is useful to get to know someone or to pass the time of day. Talk about common interests or ask simple questions.
13. LEARN TO READ SOCIAL CLUES:
Study people, looking for reactions to your physical movements and verbal statements. Learn from each of your experiences.
14. DEVELOP A COMFORTABLE FEELING:
Learn to accept and live with the feeling of uncomfortableness that sometimes comes to you from: confusion, being different, or not knowing an answer. Learn to pause and endure moments of silence while you gather your thoughts.
15. CONTROL YOUR EMOTIONAL RESPONSES:
Use deep breathing, and look at the big picture. How important is this anyway? What will I remember about this in six months? Do not let others or situation upset you. Stay in control.
16. SEEK COMPLEXITY:
Look for multiple problems or activities to be going on simultaneously. This what you thrive on. Maintain your options. Complexity also includes tackling difficult problems that others shy away from because of the difficulty of resolving them.
17. FIND A MENTOR (A ROLE MODEL) AND COPY THEIR ACTIONS, WORDING, ETC.:
Learn by observing others that you admire. How do they do things or respond to situations? A good boss may be the best person to learn from. Observe others that you consider successful. How do they do it? Ask them.
18. ADMIT YOUR PROCESSING DIFFICULTIES:
Carefully explain your memory dilemma and other needs to sympathetic listeners, teachers, and in conflicts of misunderstanding. Ask to take tests orally if you do not write well or fast, or alternately ask to submit extra papers if you do not feel comfortable thinking and speaking on your feet. Your difficulties may not show. Let people know that you have difficulties so that they can help you. Tell your real friends about your needs for more time to think and that you do not always have a good memory so that they can adjust to you.
19. USE SPORTS TO BE INCLUDED:
Develop your abilities in sports by practicing and getting coaching so that you can do well enough; and you will be included socially as well as on the field.
20. USE COMEDY AND LAUGHTER TO RELIEVE STRESS:
Learning difficulties create immense stresses that block learning and create social difficulties. Finding opportunities to laugh and enjoy yourself is useful as a diversion and eliminator of stress. Hang out with some people who find humor in everyday events. Avoid negative and excessively serious people.
21. SEEK OUT OPPORTUNITIES TO EXPERIENCE HUMAN TOUCHING:
Shake hands, give hugs, and associate with people who give you hugs. Touching is acceptance, a warm positive experience, and builds self-esteem and confidence. Consider the French tradition of shaking everyone's hand on arrival and before leaving a meeting or job. Shake hands and establish eye contact to build trust. Hug female friends. Females hug your friends and students.
22. TRY NOT TO BE SELF-CONSCIOUS:
Others will relate to you regarding the way that you present yourself. Be energetic, friendly, communicative and try to have a positive attitude. Assume the trait of self-confidence. Do not be so concerned about what others might think about you. Be yourself.
23. SPEAK UP FOR YOURSELF OR WRITE A NOTE:
Anything that you feel is unfair, unclear, or unnecessary must be confronted right away. Complain. No matter how you do it, do it immediately. It's easier and you will be more emotionally involved.
24. USE YOUR INTUITIVE POWERS:
Many Creative Thinkers have special abilities to anticipate, decipher meanings, and to influence outcomes. Practice these unique traits.
25. TALK AT YOUR SPEED:
Use a comfortable speed for talking. Do not feel rushed, and stop anyone who tries to complete your sentence or thoughts, by raising your hand with the palm facing them. Stay in control of your ideas. Speak only as the words or thoughts come to you. People will understand you better.
26. LEARN GOOD EYE CONTACT:
Keep your head and eyes up and look people in the eye. This is an indicator of interest, friendliness, and self-confidence that must be practiced to become natural. Ask for help with this or practice with strangers that you will never see again. Try to be comfortable glancing at others. Practice to learn the proper amount of time to hold the contact. Keep glancing around the room. Stop for only a few seconds to catch someone's eye and then move on. Do not stare; it makes some people uncomfortable.
TECHNICAL SKILLS:
27. LEARN HOW TO LEARN:
Develop strategies and tools to learn faster, with less effort, and better comprehension. Develop a structure for memorizing, reading for speed and understanding, and strategies for taking tests to give the answers that they are seeking. Learn how to read and send body language. Learn how to interpret what is being said to you or about you.
28. DEVELOP GUIDELINES FOR LEARNING:
Ask for help with note taking, underling books and articles, studying for tests, etc., to be more efficient and successful. Become organized with specific systems that you develop or borrow from others.
29. BUILD STRUCTURE INTO YOUR LIFE:
Have a plan, daily, weekly, etc. Know what in advance what you plan to accomplish, so that you do not have to think about what to do.
30. TAKE YOUR TIME:
It's okay to let people wait for a response. Don't be rushed. Pause to collect your thoughts.
31. READING SKILLS ARE SIGHT ORIENTED:
Most Creative Thinkers learn reading best by memorizing whole words by associating them with pictures. Creative Thinkers have a visual technique of learning to read that must be supplemented with specific multi-dimensional assistance for words that have no mental picture or have multiple meanings. These are usually the small words that are commonly called "sight words," like: at, the, or you're. Fortunately there are only a few hundred of these troublesome words.
32. USE YOUR FINGERS TO KEEP YOUR PLACE IN READING:
Following along with your fingers will help your visual focus and avoid distractions as you read.
33. UNDERLINE AS YOU READ:
Underline important segments for memory, concentration, and comprehension.
Review the underlined portions to summarize and review the material.
34. LEARN TRICKS TO READ FASTER AND UNDERSTAND MORE:
Try not to move your lips as you read. Mechanical movements will slow you. Try to take in more than one word at a time and reduce the number of eye fixations. Use flash cards to quickly recognize and say words and phrases.
Practice speed reading with material that is not important, such as:
newspapers, highway signs, or advertisements on television.
35. LEARN PHONICS FOR PRONUNCIATION AND SPELLING:
Phonics is usually a difficult learning task for Creative Thinkers because of their non-verbal learning style. Learning to sound out words will help in making the sounds necessary to pronounce words and to spell them.
36. STUDY GRAMMAR AND PUNCTUATION:
To understand the structure and meaning of reading and writing, you must unfortunately learn an area of particular difficulty to Creative Thinkers.
37. BREAK UP PROBLEMS INTO MANAGEABLE UNITS:
Simple steps taken in an organized sequence will resolve all problems and avoid the feeling of being overwhelmed by tasks. Divide assignments into subsections and do each unit to create the whole.
38. PRACTICE RHYTHM, BALANCE, AND COORDINATION:
Learning dance steps, the beat of music, juggling, and some crazy hand signs, like those at Club Med, will help you to stay centered and avoid the physical disorientation that can cause confusion and complicate learning.
39. REMEMBERING NUMBERS AND OTHER FACTS:
Each of us has a limited amount of things like numbers that we can remember. Useful strategies can be learned, such as: stacking or forming groups; but learning to live with your personal capabilities is necessary to find your comfort zone.
40. REMEMBER NAMES THAT ARE IMPORTANT TO YOU:
Repeating over and over in your mind will help you to remember. You can also write down names and other facts. Lists help to remember. Play for time. If an answer will come to you shortly, start talking about the question as if you want to make sure you understand. The answer most likely will come to you and you can avoid the awkward period of silence that bothers some people. Socially say, "I need a little time to think please." Try to avoid the pauses in conversation by filling the time with small talk.
41. USE LISTS:
Make lists and establish priorities. Lists are a memory aid to keep track of what you need to have done or remember.
42. EXPAND YOUR VOCABULARY:
The most important indicator of intelligence to other people is your personal vocabulary. Use a dictionary to look up the meaning of new words and expand your vocabulary. By using a game format in a vocabulary computer program you can have fun and learn new words. Pick up a new word or two every week or day and try to use it in the proper situation with your acquaintances. If you are having difficulty finding the exact word to express your thoughts, but a close word into the document and open the thesaurus to look for a better word.
43. USE A NOISE BLOCKER TO AVOID SOME DISTRACTIONS:
An electronic device with earphones can block low frequency noises that may cause distractions. This device, or sometimes just background music, can help some people with concentration.
44. USE YOUR MIND TO ORGANIZE YOUR THOUGHTS:
Daydreaming is a valuable tool. Practice silently, many times, before speaking. Get it together before you open your mouth. Athletes practice success by visualizing. Visualize and practice in your mind what you would like to accomplish. Be positive and see success. Leave time for Creative Thinking.
45. BECOME COMPUTER LITERATE:
Become familiar with computers so that you can communicate and learn at your pace, without personal negative comments. Understand how to use word processing and spreadsheet programs.
46. USE A COMPUTER TO WRITE:
Word processing programs that include editing, spell checking, and grammar programs will support and enable your creativity. Word processing opens up the expressive skills of Creative Thinkers who usually have poor penmanship, and enables them to make changes easily.
47. USE A TAPE RECORDER:
When listening and understanding are difficult, tape verbal information so that you can check your notes for accuracy.
48. WRITE MANY DRAFTS:
Get your ideas down on paper or in the computer, in any form or order, so you can play with, develop, refine your creative efforts. Correct, and revise many times. Computers make it easier to create many drafts that will make the result of much greater quality and acceptance.
49. PARAPHRASE BACK:
Feed back to others what they say to you, in your words. To show your understanding and make sure the other person agrees with your interpretation, give them back a summary. Look for a response of "exactly."
50. LEARN TO USE HAND SIGNS TO COMMUNICATE:
Frequently it's easier and faster to shake your head yes or no or put up fingers to communicate than to formulate speech. In foreign countries where language is a barrier to communications various signs can substitute. When appropriate, just nod or give a hand sign rather than wait for the words to come to you. To ask the time point to your watch. To give the time, hold your watch up so the other person can read the time directly.
51. KNOW WHERE TO FIND EACH LETTER IN THE ALPHABET:
Keep a card with the alphabet close by for reference when using the telephone book or the dictionary. A simple list of the alphabet to refer to will save time and effort if this is difficult for you.
52. USE YOUR STRENGTHS, VERBAL OR WRITING:
If you speak better than you write, talk a lot. Speak up. If writing is more comfortable, write extra papers. Get your ideas down on paper. Take the time to do it right, and get help from others with spelling, grammar, editing, etc. Ask for extra assignments or submit unsolicited reports.
53. USE GAMES TO LEARN "CALCULATED" RISK TAKING:
Some games, like backgammon, allow you to experiment with risk taking. Too little or too much risk and you can lose. Learn to play probabilities to get the best results. Experiment with taking greater risk in practice situations where you have little to lose.
54. THINK WITH AN OPEN MIND:
Brainstorm, especially in your head with no constraints using many viewpoints, to examine solutions to problems. Explore all options. Attack problems from many angles. Brainstorming is easier for Creative Thinkers since they think in different terms and see various solutions. Use this advantage of new ideas.
55. PRINT RATHER THAN WRITE:
If you cannot read your cursive writing or printing is faster, use printing. Use what ever is faster and accurate, except in school where you must learn the basics.
56. USE SUBCONSCIOUS ABILITIES:
For difficult serious problems, think about the problem for a few minutes, go on to something else; and come back to the problem when your mind has some ideas. Write the ideas down and wait again, maybe as long as a few days. The computer in your brain will be running in the background, without any conscious effort on your part, to create solutions.
57. DIRECT ORAL DISCUSSIONS TO YOUR STRENGTHS:
Ask questions and talk about subjects you know about; but only ask exploratory questions and listen when discussing topics that you do not know a lot about. Bring the subject around to your areas of knowledge by making a comment or asking a question.
58. DECIDE IF YOU ARE A MULTI-SENSORY, COOPERATIVE, OR QUIET LEARNER:
Do you need noise, music, or lots going on, or do you need a quite setting? Can you process multiple thoughts simultaneously? For quite learners a headset that cancels out noise can be a help. Do you work best alone or with others? Decide what works best for your creativity and production. Communicate your needs. Tell others how you feel that you learn best.
59. DO MATH WITH A CALCULATOR:
Always estimate the answer first to see if the calculator's answer is in "the ball park." Use what ever is faster and accurate, except in school where you must learn the basics.
60. FIND A WAY TO KNOW THE DAY AND DATE:
Use a digital watch, refer to the newspaper, or look at the clock in your computer. Know where to find information that you can not remember. Keep a desk calendar or other reminder if this is a problem for you.
61. LEARN REFERENCES FOR DIRECTIONS:
Hold your hands up in front of you with the palms facing away. The thumb and index finger of the left hand makes an L, that is a reference for left. Recall compass directions by remembering that the sun rises in the East and sets in the West. Wearing a ring or watch on the left hand or wrist can help.
CONCLUSIONS
Creative Thinkers are unique because they learn, think, and respond differently to the world around them. Many people fail to comprehend the immense courage of people with learning differences and give up on these individuals prematurely.
Creative Thinkers must be:
Self-confident,
Involved,
Persistent,
Structured,
Questioners,
Students of learning,
Embracing of failure,
Able to live comfortably with momentary confusion and disorientation, and
Looking for successes.
Above all else, Creative Thinkers must make use their unique mental abilities to think on a higher level.
Creative Thinkers' strengths include:
Persistence,
Concentration,
Perception,
Vivid imagination,
Creativity,
Drive and ambition,
Curiosity,
Thinking in pictures instead of words,
Superior reasoning,
Capable of seeing things differently from others,
Love of complexity,
Simultaneous multiple thought processing,
Quickly mastering new concepts, and
Not following the Crowd.
Creative Thinkers can frequently see the future clearer than others; because of their unique thought processing they can complete fragmentary perceptions into reality in their mind with the three-dimensional visualizations that they experience as reality.
To achieve higher levels of success and unlock their sometimes supernatural abilities, Creative Thinkers need some coping strategies to develop a level of self confidence that is comfortable. Creative Thinkers may also wish to consult with a medical doctor, that is knowledgeable in treating dyslexia, to see if medication will help them as it has helped others, including the authors.
Creative Thinkers need to learn to use deception to cover their weakness and direct activities to their strengths. The 61 common sense compensations discussed above will enable you to be "street smart," in control of your destiny, and enable you to concentrate on unlocking the genius abilities of Creative Thinking.
We would like to hear from readers. Please write and let us know what you are doing to make a difference in your life and the details of any extra-ordinary mental experience that you have experienced. We are planning a follow-up book, "Learning to Unlock and Use Your Creative Thinking."
APPENDIX A
REFERENCES: BOOKS and SEMINARS
( In order of relevance)
Davis, Ronald D. The Gift of Dyslexia: Why Some of the Smartest People Can't Read and How They Can Learn . Burlingame, CA: Ability Workshop Press. 1994.
Hartmann, Thom. Attention Deficit Disorder: A Different Perception . Penn Valley, CA: Underwood-Miller. 1993.
Levinson, Harold. Smart But Feeling Dumb: The Challenging New Research On Dyslexia-And How It May Help You . New York: Warner Books. 1994.
Hallowell, Edward M. and Ratey, John J. Driven To Distraction: Recognizing and Coping with Attention Deficit Disorder from Childhood through Adulthood . New York: Simon and Schuster. 1994.
Landmark College Conference. "Opening Our Gifts: Dyslexia, ADD, and other Learning Disabilities ". Ascutney Mountain, VT: 1995.
Landmark School Summer Practicum. "Teaching Students with Learning Differences: Dyslexic and ADD ." Prides Crossing, MA: 1995.
West, Thomas G. In The Mind's Eye: Visual Thinkers, Gifted People with Learning Difficulties, Computer Images, and the Ironies of Creativity . Buffalo, NY: Prometheus Books. 1991.
Smith, Joan M. You Don't Have To Be Dyslexic . Sacramento, CA: Learning Time Products. 1991.
Hartmann, Thom. Focus Your Energy: Hunting for Success in Business with Attention Deficit Disorder . New York: Pocket Books. 1994.
Blue, Rose. Me and Einstein: Breaking Through the Reading Barrier . New York:
Human Sciences Press. 1985.
Nosek, Kathleen. The Dyslexic Scholar: Helping Your Child Succeed in the School System . Dallas, TX: Taylor Publishing. 1995.
Hartmann, Thom. ADD Success Stories: A Guide to Fulfillment for Families with Attention Deficit Disorder. Grass Valley, CA: Underwood Books. 1995.
Hallowell, Edward M. and Ratey, John J. Answers To Distraction:. New York:
Pantheon Books. 1994.
Vail, Priscilla. Smart Kids with School Problems: Thinks to Know and Ways to Cope . New York: Dutton. 1989.
Cronin, Eileen M. Helping Your Dyslexic Child: A Guide to Improving Your Child's Reading, Writing, Spelling, Comprehension, and Self-Esteem . Rocklin, CA: Prima Publishing. 1994.
Levinson, Harold. and Sanders Addie. Turning Around the Upside Down Kids:
Helping Dyslexic Kids Overcome Their Disorder . New York: M. Evans and Company. 1992.
Davis, Ronald D. Davis Orientation Counseling . Video. Burlingame, CA:
Ability Workshop Press. 1994.
Vail, Priscilla. About Dyslexia: Unraveling the Myth . New York: Modern Learning Press. 1990.
Canter, Lee and Marlene. Succeeding With Difficult Students: New Strategies For Reaching Your Most Challenging Students . Santa Monica, CA: Lee Canter & Associates. 1993.
Canter, Lee and Marlene. Succeeding With Difficult Students:. Workbook .
Santa Monica, CA: Lee Canter & Associates. 1993.
Davis, Ronald D. Davis Perceptual Ability Assessment . Video. Burlingame, CA:
Ability Workshop Press. 1994.
Huston, Anne Marshall. Understanding Dyslexia: A Practical Approach for Parents and Teachers . Lanham, MD: Madison Books. 1992.
Davis, Ronald D. Davis Symbol Mastery . Video. Burlingame, CA: Ability Workshop Press. 1995.
Canter, Lee and Marlene. Assertive Discipline For Parents . Santa Monica, CA:
Lee Canter & Associates. 1985.
Lavoie, Richard. Last One Picked...First One Picked On . Video. Cambridge, MA: PBS. (800) 344-3337. 1994.
Rosner, Jerome. Helping Children Overcome Learning Difficulties. New York:
Walker and Co. 1993.
Osman, Betty. No One to Play With . New York: Academic Therapy Publishing.
1989.
Flesch, Rudolf. Why Johnny Can't Read: And What You Can Do About It . New York: Harper Collins. 1955.
Knox, Jean McBee. Learning Disabilities . New York: Chelsea House Publishers.
1989.
Moss, Robert M. Why Johnny Can't Concentrate: Coping With Attention Deficit Problems . New York: Bantam Books. 1990.
Novick, Barbara Z. and Arnold, Maureen M. Why Is My Child Having Trouble at School? New York: Villard Books. 1991.
Silver, Larry B. The Misunderstood Child: A Guide for Parents of Children with Learning Disabilities . New York: Tab Books. 1992.
Lavoie, Richard. F.A.T. City . Video. S. Norwalk, CT: CACLD (203) 838-5010, 1993.
Simpson, Eileen Reversals: A Personal Account of Victory Over Dyslexia .
Boston: Houghton Mifflin Company. 1979.
Waites, Lucius. Specific Dyslexia and Other Developmental Problems in Children: A Synopsis . Cambridge, MA: Educators Publishing Service, Inc. 1990.
Levinson, Harold. A Scientific Watergate - Dyslexia . New York: Stonebridge.
1994.
Wagner, Rudolph F. Dyslexia and Your Child: A Guide for Teachers and Parents . New York: Harper and Row, 1971.
Spence, Gerry. How To Argue And Win Every Time . New York: St. Martin's Press. 1995. (The chapter, "Arguing with Kids.")
Parent Manual . Boston: Federation for Children with Special Needs. 1994.
A Parents Guide to the Special Education Regulations . Malden, MA: The Commonwealth of Massachusetts Department of Education. 1994.
Chapter 766 Regulations . Malden, MA: The Commonwealth of Massachusetts Department of Education. 1994.
A Parents Guide to the Special Education Appeals Process. Malden, MA: The Commonwealth of Massachusetts Department of Education. 1994.
Massachusetts Chapter 766 Approved In-State and Out-of-State Schools and Programs That Serve Publicly Funded Special Education Students . Malden, MA:
The Commonwealth of Massachusetts Department of Education. 1994
APPENDIX B
STUDENT'S SELF-TEST FOR CREATIVE THINKING ⌐
This test is an approximation of Creative Thinking for your own use. This is not a scientific or medical test to assess learning differences, and is limited by your recall abilities and your honesty in answering the questions.
Please answer all questions by writing one number: for example 10 if you agree strongly, 0 if you do not agree at all, 5 for undecided, or some other number between 0 and 10 that you feel best represents your understanding of your situation.
1. I have problems remembering simple things like:
people's names. ____
2. I understand what I see better than what I hear. ____
3. I think visually with three-dimensional images in my head. ____
4. I get motion or sea sickness. ____
5. I feel that I am different from others. ____
6. I take longer to think and respond than others. ____
7. I am intuitive and can develop incomplete ideas into reality in my head. ____
8. I can pay attention "intensely" for short periods of time. ____
9. I have had problems with spelling, reading speed, and/or understanding what I have read. ____
10. My mind is easily lead astray from what I an doing. ____
11. My mind is constantly thinking. ____
12. I sometimes feel embarrassed in social situations, relationships with others, or in crowds. ____
13. I file things by making piles; I am somewhat disorganized. ____
14. I prefer situations that are not structured, where I am free to do my thing, whatever that is. ____
15. I am creative, curious, and have a powerful imaginative. ____
16. I have fear of heights, the dark, or speaking in public. ____
17. I am impulsive and impatient, I prefer immediate pleasure. ____
18. I am able to keep three or more thoughts or projects in my mind
and process them at the same time. ____
19. I sometimes experience confusion. ____
20. I have had problems with my ears. ____
21. I sometimes have difficulty finding the appropriate words to express myself. ____
22. I see things that others do not, until I explain it to them. ____
23. I feel that what ever I accomplish it is not enough. ____
24. I sometimes feel that I am inferior to others. ____
25. I have poor handwriting. ____
26. I have trouble relaxing. I am always active. ____
27. When I enter one of my rooms, I can tell if anything has been disturbed. ____
28. I am bored by ordinary tasks. ____
29. I am flexible and capable of changing tactics on a moments notice. ____
30. I seek stimulation. I am capable of facing dangers that others would avoid. ____
TOTAL SCORE: ____
UNDERSTANDING YOUR STUDENT TEST RESULTS
STUDENT'S SELF-TEST FOR CREATIVE THINKING ⌐
To determine an approximation of your individual degree of Creative Thinking, add all of the scores and divide the total by 30 to get your average or RESULT.
Total: __________ divided by 30 = _____ RESULT
If your Result is:
Above 8 you are an Extremely Creative Thinker,
Between 6 and 8 a Highly Creative Thinker,
Between 4 and 6 a Mildly Creative Thinker, and
Less than 4 a Narrowly Focused Thinker.
If you scored -0- consider yourself very unique. You are probably the only person who does not have any learning differences or unfortunately the special mental abilities of Creative Thinking. Sorry.
⌐ Copyright 1995 Daniele M. and Paul F. Murray.
Not to be reprinted or reproduced in any form without the express written permission of the authors.
APPENDIX C
ADULT'S SELF-TEST FOR CREATIVE THINKING ⌐
This test is an approximation of Creative Thinking for your own use. This is not a scientific or medical test to assess learning differences, and is limited by your recall abilities and your honesty in answering the questions.
Please answer all questions by writing one number: for example 10 if you agree strongly, 0 if you do not agree at all, 5 for undecided, or some other number between 0 and 10 that you feel best represents your understanding of your situation.
Adults sometimes develop compensating strategies to cope with their level of Creative Thinking. Therefore adults should give two answers, one for their state of mind during the last two years and a second answer for anytime during their lifetime.
1. I have problems remembering simple things like: people's names. ____ ____
2. I understand what I see better than what I hear. ____ ____
3. I think visually with three-dimensional images in my head. ____ ____
4. I get motion or sea sickness. ____ ____
5. I feel that I am different from others. ____ ____
6. I take longer to think and respond than others. ____ ____
7. I am intuitive and can develop incomplete ideas into reality in my head. ____ ____
8. I can pay attention "intensely" for short periods of time. ____ ____
9. I have had problems with spelling, reading speed,
and/or understanding what I have read. ____ ____
10. My mind is easily lead astray from what I an doing. ____ ____
11. My mind is constantly thinking. ____ ____
12. I sometimes feel embarrassed in social situations,
relationships with others, or in crowds ____ ____
13. I file things by making piles; I am somewhat disorganized. ____ ____
14. I prefer situations are not structured, where I am free to do my thing,
whatever that it is. ____ ____
15. I am creative, curious, and have a powerful imaginative. ____ ____
16. I have fear of heights, the dark, or speaking in public. ____ ____
17. I am impulsive and impatient, I prefer immediate pleasure. ____ ____
18. I am able to keep three or more thoughts or
projects in my mind and process them at the same time. ____ ____
19. I sometimes experience confusion. ____ ____
20. I have had problems with my ears. ____ ____
21. I sometimes have difficulty finding the appropriate words to express myself. ____ ____
22. I see things others do not until I explain it to them. ____ ____
23. I feel that what ever I accomplish it is not enough. ____ ____
24. I sometimes feel that I am inferior to others. ____ ____
25. I have poor handwriting. ____ ____
26. I have trouble relaxing. I am always active. ____ ____
27. When I enter one of my rooms, I can tell if anything has been disturbed. ____ ____
28. I am bored by ordinary tasks. ____ ____
29. I am flexible and capable of changing tactics on a moments notice. ____ ____
30. I seek stimulation. I am capable of facing dangers that others would avoid. ____ ____
TOTAL SCORES: ____ _____
⌐ Copyright 1995 Daniele M. and Paul F. Murray.
Not to be reprinted or reproduced in any form without the express written permission of the authors.
UNDERSTANDING YOUR TEST RESULTS
ADULTS SELF-TEST FOR CREATIVE THINKING ⌐
To determine an approximation of your individual degree of Creative Thinking, both currently and over your lifetime, divide the total for each category by 30 to get your RESULT.
Totals:
Within the past two years ____ divided by 30 = ____ RESULT
During your lifetime ____ divided by 30 = ____ RESULT
If your Result is:
Above 8 you are an Extremely Creative Thinker,
Between 6 and 8 a Highly Creative Thinker,
Between 4 and 6 a Mildly Creative Thinker, and
Less than 4 a Narrowly Focused Sequential Thinker.
If you scored -0- consider yourself very unique. You are probably the only person who does not have any learning differences or unfortunately the special mental abilities of Creative Thinking. Sorry.
⌐ Copyright 1995 Daniele M. and Paul F. Murray. Not to be reprinted or reproduced in any form without the express written permission of the authors.
APPENDIX D
SOME COMMON TRAITS ASSOCIATED WITH THE LEARNING DIFFERENCES OF
DYSLEXIA AND ATTENTION DEFICIT DISORDER
Each person is different and will have a unique combination of the common traits listed below.
1. Thinks visually.
2. Daydreams.
3. Easily distractible.
4. Aware of everything.
5. Able to do multiple things at the same time.
6. Seeks stimulation.
7. Highly creative.
8. Immature social behavior, says what comes to mind.
9. Poor penmanship.
10. Difficulty remembering names.
11. Seeks immediate gratification.
12. Impulsive and impatient.
13. Suffers from motion sickness.
14. Can see patterns into the future.
15. Capable of intense short-term focus.
16. Quick decision maker.
17. Bored by ordinary tasks.
18. Risk taker.
19. Have had problems with ears.
20. More independent than a team player.
21. Sees the big picture.
22. Curious.
23. Experience thoughts as reality.
24. Subject to disorientation.
25. Sometimes has psychic - extrasensory abilities.
26. Highly intuitive.
27. Short attention span, inattentive.
28. Has a vivid imagination.
29. Artistic.
30. Has a sense of underachievement.
31. Have spatial orientation problems (left/right, north/south)
32. Talks excessively.
33. Reverses letters and numbers.
34. Slow reader when young.
35. Difficulty with math concepts.
36. Problems with self-esteem.
37. Problems mastering phonics and spelling.
38. Problems understanding the rules of grammar.
39. Reads best by memorizing, the "Look-Say System."
40. Always active-constantly thinking,.
41. Learns best by hands on, rather than lecture or reading.
42. Low tolerance for frustration.
43. Realize that they are different from others.
44. Take longer to think and respond than others.
45. Able to create a complete mental picture from pieces.
46. Somewhat disorganized.
47. Capable of changing on a moments notice.
48. Have phobias: like fear of dark, heights, speaking in public.
49. Prefer unstructured situations with freedom.
50. See things that others don't.
APPENDIX E
SOME PSYCHIC EXPERIENCES OF CREATIVE THINKERS CONTROLLING TIME:
While skating down the ice in a hockey game, I see the play in slow motion unfold in my mind. I practice in my mind before I execute the play. DB
In a hockey game, I was waiting for a pass from the corner of the rink and I was able to see the location to shoot on the goal and calculate the angle to take the pass and shoot in one motion. It was easy because everything seemed to be occurring in slow-motion. DB
CONTROLLING EVENTS:
Before I roll the dice in a backgammon game, I can frequently call the outcome, especially if I need a certain combination of numbers to make a desired move. CM
I can make people do what I want them to do by thinking hard and passing a message to them from my mind without saying or doing anything. DR
PREDICTING FUTURE OUTCOMES:
I get a feeling about the future movement of prices like interest rates or stock prices that seems to be intuitive. JB
Frequently, at places like Las Vegas, I get a mental picture of outcomes such as six wins then go away. It may seem like wishful thinking; but I find it to be true many times so I follow this message and press my bets. KM
I practice when listening to a television advertisement that is going to read a telephone number. Frequently, I can say the number of most of it out loud before the announcer. JR
COMMUNICATING TELEPATHICALLY:
When someone is stuck for a word, I can frequently pass it to them by repeating it in my head and concentrating on the other person. VS
DOING COMPLEX MATH MENTALLY:
I can do square roots in my head. I just get an answer. BF
I can solve many equations in my head. I do not need to through all the steps on paper, I see them in my head. DM
SEEING SOLUTIONS FROM AN EXAMINATION OF THE PARTS:
I look at computer programs and see problem areas, such as: logic or processing paths that are faster. I can see a picture in my mind of the whole program and rearrange it in my mind. MR
I can enter a room that I have never been in before and sense things that appear to be out of place or don't belong there. DM
The CIA used a psychic to locate the wreckage of a spy plane that went down in Africa, after satellites and other measures could not find it. The physic came up with the longitude and latitude and when the cameras were trained there the wreckage was seen. From: INSIGHT Magazine 10/23/95.
