I no longer care about publishing in peer review journals. I don't perish if I do not publish. Some of my old publications from the 1990s are listed here.Cognitive learning theory in the classroom I consider peer review to be a constraint on creativity and dissemination of inspiration (see: problem with peer review). It does not help that our two component model of memory lives in obscurity despite being published a quarter of a century ago!Cognitive learning theory in the classroom the first ever publication of a spaced repetition algorithm has also remained unnoticed for it used the term repetition spacing rather than spaced repetition (see: who invented the name spaced repetition?).Cognitive learning theory in the classroom

• my e-mail replies can be intermittent, delayed, chaotic or none! To process mail, I use incremental mail processing that is similar to incremental reading in supermemo.Cognitive learning theory in the classroom this makes it possible to prioritize individual pieces, focus on most important messages, work on messages creatively, and delay most of the remaining mail (often indefinitely).Cognitive learning theory in the classroom the process is partly stochastic, and I may stop working on threads even if my usual enthusiasm seems to indicate their priority is high enough.Cognitive learning theory in the classroom I may respond in minutes or in months even on important subjects within the same thread. I almost never decide not to reply, and the delay is occurring without a conscious decision.Cognitive learning theory in the classroom my poor reaction time comes from the insufficient ratio of time allocated to mail volume. I realize this makes all co-operation extremely difficult.Cognitive learning theory in the classroom if you write on a subject that is extremely important and still get no reply, you may re-send. Some pieces of mail get lost in transit.

• I do not take on new projects.Cognitive learning theory in the classroom my schedule seems blocked and closed for years to come. My capacity to add more work hours per day has been exhausted by the end of the 1990s.Cognitive learning theory in the classroom if you have new ideas about projects related to supermemo, you would better write to krzysztof biedalak (CEO). Almost daily I get lovely mail with great visions about what supermemo might become.Cognitive learning theory in the classroom however, my work over incremental reading, science of sleep, or this site fills my days to the brim. I love to read all inspiring mail, esp.Cognitive learning theory in the classroom if it touches my favorite areas of research. Unfortunately, it would take an extraordinarily interesting idea to shunt my train to new tracks.Cognitive learning theory in the classroom please keep writing nevertheless

• I disappear for months at a time (see: creative vacation). When I work on an important project, I often cut off all my links with the outside world.Cognitive learning theory in the classroom this works wonders for focused work on a single subject. Naturally, this can be exasperating for everyone else, esp. That I send no notifications and all my mail is redirected to a colleague.Cognitive learning theory in the classroom the privacy level in my communications is dismal

• I do not attend conferences or business meetings. In short, I do not travel. In this modern electronic world, I consider travelling an unnecessary risk, as well as a waste of energy and time.Cognitive learning theory in the classroom all my work can now be done over the internet. I have never been aboard a plane. My last conference, and the last business meeting took place in 1999.Cognitive learning theory in the classroom my last train trip took place in 2004. My most recent experience of smelling the interior of a car occurred in 2011. I have no driving license

cognitive learning theory in the classroom

• I do not have a cell phone. I design my schedule around my circadian cycle using the plan feature of supermemo. Phone calls at unpredictable moments of time make the execution of the schedule difficult, and for some slots, impossible.Cognitive learning theory in the classroom for the same reason, I do not use skype. This is explained in planning a perfect productive day without stress. I am not a luddite. I will use a phone for learning at some point in the future (I think).Cognitive learning theory in the classroom however, I am still waiting for the right kind of supermemo that will make that worthwhile.

Considering the above, you may ask if I even like or care about other people.Cognitive learning theory in the classroom with all my work I hope to contribute to a better world. I love people! Love is often a problem. I need rational methods to temper and organize my enthusiasm for people, projects and ideas.Cognitive learning theory in the classroom I believe my attitude will be increasingly prevalent in creative professions. It is not dictated by lack of concern for others. It is dictated by efficiency!Cognitive learning theory in the classroom I apologize to anyone who feels offended, or was affected by my intermittent communication habits.

One of my colleagues noticed that by writing as guru, I depart from pure science.Cognitive learning theory in the classroom he noticed that there are two types of people around: C and P. Class C are communicators. In pure science they care about the truth. They reveal the truth to the rest of the world.Cognitive learning theory in the classroom class P are persuaders. Those are the people who are like salesmen, trying to persuade others that some idea is true. He also noticed that writing as guru, I slowly transform to join the class P.Cognitive learning theory in the classroom I found this C-P dichotomy very interesting and inspiring. After all, it is true that I care about science, but I also care about persuasion.Cognitive learning theory in the classroom in the end, I decided we need to expand the classification. There are three classes of people: C, P and M. We all hope that most researchers are communicators (class C).Cognitive learning theory in the classroom I would reserve the class P for politicians. They are masters of persuasion, however, they are also conditioned to present the reality in a selective manner.Cognitive learning theory in the classroom their presentation may change with their audience. Class M are missionaries. For a missionary, the truth is the supreme master. However, missionaries also care about the change.Cognitive learning theory in the classroom when I say we need to abandon coercive schooling, I wish for a change that would affect a billion children. My supreme leader is science. I must remain faithful or my message would lose credibility.Cognitive learning theory in the classroom at the same time I must craft the message to be understandable, and persuasive. This is why I often use metaphors to depict models of neuroscience.Cognitive learning theory in the classroom