SuperMemo m∙₧e skuteΦn∞ zlepÜit vaÜi pam∞¥
Pokud rßdi hltßte knihy ... SuperMemo se vßm bude lφbit!
Maximßlnφ rychlost uΦenφ nenφ to, co opravdu pot°ebujete!
SuperMemo zrychluje uΦenφ 50krßt?
SuperMemo m∙₧ete pou₧φt i pro biflovßnφ na zkouÜku
8letΘ d∞ti s ·sp∞chem pou₧φvajφ SuperMemo
Na vaÜem IQ nezßle₧φ
Intervaly pou₧itΘ v SuperMemo nejsou optimßlnφ intervaly!
Na dob∞ vaÜφ odezvy nezßle₧φ
Jak² druh hudby je pro uΦenφ nejlepÜφ?
Obrazy si pamatujeme lΘpe ne₧ slova
Äßdn² jin² software se nem∙₧e vyrovnat SuperMemo
Je mo₧no pou₧φt SuperMemo pro zapomφnßnφ?
Co je lepÜφ: SuperMemo nebo MegaMemory?
Co je lepÜφ: SuperMemo nebo SuperLearning?
Co je lepÜφ: SuperMemo nebo mapy mysli Tonyho Buzana?
Mapy mysli se m∙₧ete uΦit se SuperMemo
Mapy mysli lΘpe pochopφte, kdy₧ je ... rozd∞lφte na kousky
Mapu mysli m∙₧ete p°idat do komponenty odpov∞di
UΦenφ map mysli nenφ v rozporu s principem minimßlnφ informace
Otßzky a odpov∞di mohou pro efektivnφ uΦenφ staΦit
Vyu₧φvß SuperMemo krßtkodobou nebo dlouhodobou pam∞¥?
Abyste si informace pamatovali trvale, pot°ebujete opakovat
Je princip minimßlnφ informace v rozporu s pot°ebou asociativnφch v∞domostφ?
M∙₧e SuperMemo pomoci pacient∙m s ADD (Attention Deficit Disorder)
SuperMemo je v rozporu s n∞kter²mi v²sledky zve°ejn∞n²mi Tonym Buzanem
U₧ivatelΘ SuperMemo 2 mohou b²t iritovßni!
Znßmky v zßv∞reΦnΘm procviΦovßnφ nemajφ vliv na interval
VyÜÜφ (lepÜφ) znßmky mohou mφt za nßsledek kratÜφ intervaly
I nφzk² index zapomφnßnφ m∙₧e vyvolßvat dlouhΘ intervaly
Prvnφ opakovßnφ se nemusφ provßd∞t nßsledujφcφ den
Svou retenci si m∙₧ete vypoΦφtat podle indexu zapomφnßnφ
Intervaly jsou lehce randomizovßny

DalÜφ odpov∞di najdete nφ₧e.

(Elena and Rachel, US, Dec 12, 1997)
Question:
How is SuperMemo supposed to improve someone's memory?
Answer:
We do not claim that SuperMemo improves memory. We say that it allows you to learn fast with high retention of knowledge. The fact is that improving your memory will be a nice side effect, but this will happen not by virtue of the SuperMemo method but by virtue of intense learning. SuperMemo makes it possible to learn fast by organizing your learning process. For more see: General principles of SuperMemo

(Crizeldoá G.á Cariaso, MD, Philippines, Dec 17, 1997)
Question:
I am a medical doctor who is into resident training as of this moment.á Do you advice me to use your product if I read about 100 pages of documents and books a day and have to remember it?
Answer:
Absolutely! You should realize, however, that you will be able to remember only a fraction of the material. An exemplary algorithm would be:

1. divide your time to: 70% reading, 30% SuperMemo
2. in SuperMemo time slot formulate questions in reference to the most important facts and rules you have learned, and memorize them. Those shall stick to your memory for good (if you regularly run repetitions as scheduled by the program).

The sad fact is that reading 100 pages daily is really a feat, and even the mere typing in the material to SuperMemo will limit you to 20-100 questions per day (depending on time available and the speed of typing). Even this small proportion will still provide you with amazing build-up of knowledge! It is very important that you intelligently select what must and what does not have to be memorized

(Tomasz Szynalski, Poland, Oct 18, 1998)
Question:
What value of the forgetting index ensures the optimum ratio of (retention)/(time spent per day)?
Answer:

Paradoxically, the highest speed of learning can be accomplished ... without SuperMemo! In our daily life we pick up lots of facts that stay in our memory for long with few repetitions in lifetime! The problem is that these are usually not exactly the facts or rules that are critical to our goals. In other words, not the speed of acquiring new items counts but the speed of acquiring new items bearing a given contents.

It is difficult to determine exactly what forgetting index brings the highest acquisition rate. Simulation experiments have consistently pointed to the value of 25-30%. You can even plot speed-vs.-forgetting graph using your own actual learning material in SuperMemo 98 using Tools : Statistics : Simulation. You will probably also arrive to similar results

As you perhaps know, SuperMemo disallows of the forgetting index above 20%. This comes from the fact that you should aim at achieving high speed of learning combined with high retention of the learned material. Setting the forgetting index above 20% would be like giving up SuperMemo altogether and coming back to remembering only that what is easy to remember. In highly interlinked material where new knowledge depends on the previously acquired knowledge, high forgetting rate can even be more harmful

Nevertheless, if you want to maximize the speed of learning with little control over what actually stays in your memory, set the forgetting index to 20%

Question:
On what basis do you ground your claim that SuperMemo increases the speed of learning from 10-50 times?
Answer:
For knowledge retention of 95%, it can be computed that the number of repetitions in an average learning lifetime (i.e. about 55 years) is 50 times greater for equally spaced repetitions than for progressive repetitions (as used in SuperMemo). For repetitions with no regular spacing scheme, this number may even be greater. Moreover, the greater the required knowledge retention, the greater the increase in the knowledge acquisition rate (classical forms of learning almost never reach knowledge retention above 10%!!!). In practice, users of SuperMemo claim that it increases their speed of learning from 50% to 2000%. These values are, however, highly subjective, as they do not account for so-called intractable items, which are practically not memorizable without SuperMemo. In other words, students tend to underestimate the fact that they reach knowledge retention from 90-99%, which would hardly be achievable using any other method.

(Jerzy Duda, Poland, Oct 1, 1997)
Question:
What is the lowest age at which a child can start using SuperMemo?
Answer:
The younger the child the more difficult the entry into the learning process. However, with a dose of parental guidance, even first-graders can cope with SuperMemo. The learning process itself is simple and repetitive and the child can quickly enter regular repetitions. Definitely, SuperMemo 98 at the beginner level is much less daunting than SuperMemo 7 for the initial entry. As a documented example, 9-year-old Agata Czaplinska from Gliwice, Poland, memorized 150 new English words in 2 months working nearly on her own. In another case, 8-year-old Annalynn Clary from Monroe, Louisiana (USA) memorized Cross Country material (1673 items) in 100 days working 30 minutes per day (5 days per week)

(Elena and Rachel, US, Dec 12, 1997)
Question:
Do people with higher IQ benefit more from SuperMemo?
Answer:
People with higher IQ are more likely to find clever uses for SuperMemo and they are usually faster to grasp the principles of the program. They are also more likely to become addicted to SuperMemo as one of their most important applications. However, recent research indicates no significant correlation between IQ and any of 30 major studied learning parameters used in SuperMemo

Question:
Why is the first interval after which the first repetition takes place not equal in all cases?
Answer:
It is randomly modified to speed up computing its optimal value. Additionally, random dispersion of intervals around the optimum value prevents repetitions from being packed on a given day, while neighboring days have lots of room to accommodate new items.

(Tomasz Szynalski, Poland, Oct 18, 1998)
Question:
What retention can I obtain with the forgetting index set to 9%? What if I then change it to 12%?
Answer:
The formula that relates the forgetting index to the retention looks like this (source):

retention = -(forgetting index)/ln(1-(forgetting index))

If you accomplish the forgetting index of 9%, the retention will equal 95.4%. For 12%, the same figure will be 93.9%. Note that if your material is very difficult, your measured forgetting index may be higher than the requested forgetting index. This comes from the fact that SuperMemo imposes some boundary conditions on the increase of intervals. Elements that have been forgotten more than five times should be reformulated with a view to reducing their difficulty or increasing their mnemonic component.

If you initially set the forgetting index to 9% and later on increase it to 12%, you will probably start with retention of 94-95% which will later gradually decrease to 92-93% (after the change)

(David Mckenzie, New Zealand, Apr 8, 1998)
Question:
Why does not the first repetition after forgetting occur the next day after the unsuccessful repetition (this is advised by Tony Buzan and others)?
Answer:
In SuperMemo, the length of the first interval is computed from the forgetting curve plotted in the course of repetitions. This is to make sure that a defined proportion of items is remembered (usually 80-97%). This proportion is programmed by means of the forgetting index. Depending on the forgetting index, the length of the first interval may range from 1 to 20 days, and is not set arbitrarily. It is computed from the record of repetitions and determined by the desired forgetting index (requested forgetting index is the proportion of items that are not remembered at repetitions). While BuzanÆs recommendation is valid in many cases, you should not forget that SuperMemo computes intervals with a high degree of accuracy that cannot otherwise be easily achieved

(Constantin Ilieu, Bulgaria, 1993)
Question:
In your materials I found a contradiction. On one hand you claim that once learned knowledge is constantly maintained in the student's memory, on the other you say that after ceasing repetitions, I will gradually forget what I have learnt. Which is true?
Answer:
Both facts are true. The term maintained is understood as kept in memory by means of repetitions, not as remains in memory for ever

(Manfred Kremer, Germany, Sep 7, 1998)
Question:
I noticed that frequently I get Optimum Interval in Element Data window shorter than the last interval displayed as Interval. Is it a bug in SuperMemo?
Answer:
No. If your forgetting index is very low, e.g. 3%, SuperMemo will often conclude that you will stand 97% chance of remembering a given element only if your next interval is shorter than the presently used one. In such cases, it will not accept the new value and the new interval will be at least 5% longer than the previous interval. Please note that the forgetting index equal 3% should only be used for selected high-priority items. Keeping the forgetting index at this level throughout the collection will make repetitions annoying frequent and ineffective

(Ryszard Siwczyk, Poland, Nov 4, 1997)
Question:
Does the response time at repetitions influence the next interval?
Answer:
No. Repetition timer is only used to compute the average response time and Workload.

(Grzegorz Malewski, Poland, Dec 10, 1997)
Question:
Do grades at final drill affect the learning process?
Answer:
No. They are only used to eliminate items from the final drill queue.

(Spud Science, USA, Feb 14, 1998)
Question:
What is the best (most effective) way to set up a new series of question and answer pairs in SuperMemo?
Answer:
See SuperMemo Decalog. For a more academic reading in the subject you can have a look at Knowledge Structuring and Representation...

Question:
I think that lower grades, e.g. 3, should produce shorter intervals in comparison to higher grades, e.g. 5. It is not always so in the SuperMemo method.
Answer:
In SuperMemo, lower grades may produce longer intervals because of the two following reasons:

1. Grade 3 may result in the enhancement of the so-called spacing effect, which may be less visible for Grade 5. The spacing effect says that longer intervals, and consequently greater recall efforts, produce more stable memory engrams. SuperMemo does not arbitrarily set the function of optimal intervals. It computes intervals which are most likely to result in the forgetting index defined in Tools : Options : Learning : Forgetting index; hence; the possibility of longer intervals for lower grades.
2. all intervals are always slightly dispersed around the optimal value for the sake of more accurate plotting of forgetting curves

See also: Why can I not see the correlation?

Question:
Why can I not see the correlation between intervals and the grades given in learning?
Answer:
Your impression of no correlation between grades and intervals is quite common among those who begin their work with SuperMemo. It results from the fact that at memorizing new items, first intervals are randomly dispersed around a fixed value. This value comes from the model of an average student, and can be modified only after the repetitions have shed some light on if the value should be increased, decreased or kept at the same level. Consequently, it will often happen that a lower grade will produce a longer interval and vice versa. At memorizing new items, grades cannot be used to estimate item difficulty because the program has no way of knowing if good grades come from easiness of items or from the fact that a given group of items has just been input to the knowledge system (inputting items is a form of repetition). You will start noticing the correlation between grades and intervals in a week or two.

(Matt Cassidy, New Zealand, Sep 11, 1997)
Question:
Is it possible that with forgetting index equal to 3% I get the first interval equal to 6 days?
Answer:
Yes. Especially if the material you work with is relatively easy. You should also remember about random dispersion of intervals. In isolated cases, dispersion might produce intervals substantially longer (or shorter) than the optimum interval. For more read about Algorithm SM-8.

(Jake White, USA, May 14, 1997)
Question:
Should not final drill continue keeping a queue of no less than 10 newly learned words in order to make sure that when repeated again and again they will really be imprinted well in short-term memory.
Answer:
This solution may indeed eliminate contextual dependency in final drill (remembering items only because of having them in a given context); however, this would involve lots of extra repetitions that would contradict the principle of SuperMemo: maximum effect at minimum time. Additionally, the learner would risk activating the spacing effect, i.e. reducing the probability of recall as a result of excessive repetition! The best solution to contextual dependency is (1) random shuffling of final drill queue with Tools : Randomize : Drill and (2) concentration (not grading well items that were remembered only due to appearing in a given context).

Question:
I have heard that baroque music is the best for improving memory; particularly Bach and Vivaldi. Does it also work in association with SuperMemo?
Answer:
The claim that any particular kind of music is best for memory is unlikely to be true. Indeed, music can have powerful impact on our emotions and, consequently, on remembering. It has been found that it is similar in effects to caffein. However, a study that measures impact of a particular kind of music on recall in a group of people can be compared to trying to find the optimum size of a shoe for an average citizen. Depending on the musical education of an individual, the same kind of music may bring a variety of emotion from relaxation, through agitation to aggression. While Four Seasons may have a positive impact on the mind of majority of the population, the best bet would be that everyone should stick with the music he or she likes. Be it punk or funk. The truth is that all that is good for the mind and health is good for remembering.

(Miss E216, US, Nov 25, 1997)
Question:
We are 7-th graders and work on a project related to memory. We have a question to Dr Wozniak: "Why do we better remember pictures than word combinations?"
Answer:
In the course of evolution, humans practised visual memory a lot. They did not deal with maths or abstractions. That is why there are parts of our brain built specially to serve visual memory. As you know, evolution gives better adapted individuals a better chance for survival. Those who could remember better, e.g. shape of the prey or enemy, could survive better, and pass their "good" genes to the next generation. Calculating a differential was not needed in apes or early humans. That is why evolution did not built a specialized calculator into our brain. It has, however, built a calculator for processing visual data. You "type in" the picture, and get a short answer: "danger!" or "food!". Those simple signals are easier to remember than ... streams of bits of a complex image. Evolution and memory are fun, aren't they.

Question:
Can I use SuperMemo to memorize mind maps?
Answer:
Yes. You can build mind maps directly in SuperMemo; however, it is easier to import them from specialized mind map software (e.g. MindMan). You can include MindMap objects with the OLE component or you can simply import them as graphics (as BMP or GIF files).

For example, import your mind map as graphics to an image component and check Answer on the image component pop-up menu. Add a text component, e.g. "What is the structure of mind map X?".
During repetitions grade yourself less than Pass (3) each time your forget any part of the mind map! Do not forget that you should reinforce "weak links" in the mind map with separately formulated items of simple question-answer or question-picture form. Each time you forget part of the mind map, see if you have reinforced the forgotten links in separate items!

(Julien Seetharamdoo, UK, Jan 3, 1997)
Question:
I would like to know how to memorise mind maps?
Answer:
The best method is to split the mind-map into simple individual pieces and memorize these pieces separately! The pieces must be chosen in such a way that ensuring that you remember all of them you can guarantee that you can recall the whole map. You can find more information about this in knowledge structuring in repetition spacing

(Julien Seetharamdoo, UK, Feb 19, 1998)
Question:
I am trying to use SuperMemo 8 to learn mind maps created using MindMan 3.0. I have imported the mind maps as BMP files to the image registry but haven't been able to append them as answers to questions. How do I do this?
Answer:
It is faster to import files directly to image components:

1. Create an image component in the element window
2. Use Import file to import the BMP file (right click to open the pop-up menu with Import file).
3. Check Answer on the pop-up menu to make sure that the image is not visible at question time.

NB: If you already have images in the registry, you can use Link Registry Member on the image component pop-up menu (instead of Import file).

Question:
Isn't memorizing mind maps in opposition to the minimum information principle?
Answer:
No. Minimum information principle should not be interpreted as minimum information on the screen, or minimum number of bytes to represent the item. It should be interpreted in terms of information that has to be stored in your memory. If you produce and item that links the image of a horse and a cow, the association is very simple. No mater how intricate the pictures of the horse and the cow are. The essence of mind maps is that they are easy to remember, i.e. if well-designed, they comply excellently with the minimum information principle.

Question:
Which learning method is more effective: traditional SuperMemo with questions and answers, or the new hypermedia SuperMemo with videos, games, puzzles, and tests?
Answer:
Simple questions and answers are extremely effective and easy to create; however, some users find classic SuperMemo too boring. If the psychological factor plays a part, the variety provided by SuperMemo 8 may substantially add to the effectiveness of learning. The answer to the question will depend on the application domain and the mentality of the student.

(Elena and Rachel, US, Dec 12, 1997)
Question:
Does SuperMemo improve short-term memory or long-term memory?
Answer:
SuperMemo builds up long-term memory but helps you increase your mnemonic skills that will result in the impression that your short-term memory works better.
You can also look at this like that: SuperMemo loads knowledge to short-term memory and this is transferred to long-term memory. The effect on long-term memory is stable but the speed of putting things into short-term memory may increase due to training. Short-term memory improvement comes slowly with training, but long-term memory build-up comes immediately upon employing SuperMemo!

(Prof. Witold Abramowicz, Poland, 1993)
Question:
Does the minimum information principle not stands in conflict with the ages old rule that the learned knowledge should be highly associative in nature?
Answer:
No. The minimum information principles concerns the representation of knowledge in SuperMemo databases, not in the student's memory, and it does not prevent great advantages coming from proper structuring of the learned material. In the optimum situation, the student should first construct a cohesive model of the learned subject, and only then, apply SuperMemo to make sure that the learned knowledge is sustained in memory as a whole. The knowledge may be highly associative, but strictly targeted neural stimulation, achieved by means of granular representation of knowledge in SuperMemo, is necessary to effectively induce molecular processes responsible for memory formation. Indeed SuperMemo has been conceived in such a was so as to make it easier to formulate knowledge in a structured way (topics) and later learn it in a way typical for SuperMemo (items). See also: Topics vs items

(Anatolyi Lipatov, Ukraine, Jul 12, 1998)
Question:
I am using Advanced English to enhance my English and business English. Now I am registering for CFA examination (that is Chartered Financial Analyst program of Association of Investment Management and Research). There are several organizations developing and distributing methodological stuff for preparing to the exam. A lot of things should be memorized for passing the exam. What do you think the best way to fit SuperMemo for memorization and what approach should I use to prepare my own knowledge base for memorizing the material. Is special programming knowledge needed for it?
Answer:
No specialist knowledge is needed to prepare simple knowledge systems in SuperMemo. With Ctrl+A (i.e. Add new item) you get 90% of functionality! All advanced editing options can be worked around by an appropriate questions-and-answer approach. Perhaps it would be useful yet to learn how to add images to your items (see help for details). To learn more about effectively structuring knowledge in SuperMemo you might want to read Knowledge Structuring and Representation; however, nothing works better as learning on one's own mistakes in formulating knowledge for learning with SuperMemo.

(Pawel Dzierwa, Poland, June 3, 1997)
Question:
Personal question to Dr Wozniak: If you did not have SuperMemo at hand, which competitive product would you use?
Answer:
I would probably pick one of the programs that most closely follow the SuperMemo paradigm, e.g. Edukom or PowerMemo. Only later would I choose from better known products that are less focused on repetition spacing such as Langmaster or YDP's Collins Dictionary. However, as a software developer involved in the design and implementation of SuperMemo since 1987, I would rather opt for implementing the program from scratch. Back in 1987, the first version was written in 16 evenings. I would have to give up all the bells and whistles, but it is the core that matters most. And it would be most difficult to give up the control over what new options might yet be implemented. Thanks for a tickling question

(Colin Quiney, Canada, Jan 22, 1998)
Question:
Do you think SuperMemo can be beneficial in patients with ADD (Attention Deficit Disorder)?
Answer:
User's ability to focus on repetitions is one of pre-conditions of success with SuperMemo. Seemingly, this would make ADD patients poor SuperMemo learners. Perhaps the report submitted by Maarten Mols from Holland sheds some different light on the issue: SuperMemo in a school for special education.

Question:
Tony Buzan claims that 75% of information is lost if not reviewed in 24 hours. Does it not defeat the validity of SuperMemo in which the first interval is often longer than a week?
Answer:
No. Buzan's claim may refer to textbook knowledge or complex knowledge structures (e.g. large mind maps). However, it does not seem accurate in the light of results obtained with SuperMemo. This is particularly visible in case of the so-called well-structured learning material (e.g. simple questions and answers). In SuperMemo, if the student chooses the retention of 95%, the typical value of the first interval falls in the range 2-5 days depending on the student and the difficulty of the learned material. For retention 25%, the same interval might be as long as one month, though it cannot be verified experimentally with SuperMemo which limits the range of the forgetting index from 3-20%, which implies the overall retention in the range of 85-99%. For more see: Theoretical background of SuperMemo

(William McGhee, Jun 22, 1998)
Question:
Could SuperMemo be used to extinguish behaviours as well as reinforce them?
Answer:
Forgetting is a molecular process that cannot easily be induced by natural methods. The more so, there are no sensitive methods to induce selective forgetting, though lesion to some parts of the cerebral cortex may produce roughly localized amnesia. However, there is a component of forgetting that may be influenced. This component is interference. Whenever we learn new things, they always interfere with previously learned material. The interference may enhance some of memories while obliterating others. This fact can be used to employ SuperMemo in forgetting, by formulating and memorizing a large number of contradictory items that strongly interfere with remembered facts that are to be forgotten. For example, if you learn the meaning of the word "indict" and you want to later forget it, you might try to learn words like "indite" or some meaningless like "dictin", "incid", "endict", etc. However, you should not expect the effectiveness of such a procedure to be anything but disappointing.

Question:
I used SuperMemo 2 shareware, and was accustomed to repeating forgotten items on the next day. It is very irritating that in SuperMemo 98 I do not have this possibility
Answer:
SuperMemo will schedule forgotten items in intervals that are determined by the forgetting index. The greatest increase in the speed of learning in newer versions of SuperMemo as compared with SuperMemo 2 resulted from substantially increasing the length of the first interval. The student may be left with the feeling that he is likely to forget the item again if it is not repeated on the next day. Statistically, however, he will forget no more than the proportion defined by the forgetting index (specified in Tools : Options : Learning : Forgetting index). By reducing the forgetting index to less than 5%, the length of the first interval is likely to drop to 1-2 days in most cases. Moreover, if you are particular about repeating a given item on the next day, you can choose Ctrl+M to commit or recommit an item with a selected first interval

Question:
I have an exam for a driver's license in 2 weeks. How can I best memorize the Traffic Regulations collection for SuperMemo? How can I increase the frequency of repetitions?
Answer:
Although SuperMemo is not a cramming tool, and it would be much safer to start 2-3 months before the exam, the following shall work pretty well: (1) Set Tools : Options : Learning : Forgetting index at 3%. (2) When memorizing difficult items, choose Ctrl+M and provide the first interval value equal to one day. (3) Memorize the collection in equal portions in the period spanning from today to 2-4 days before the exam. Use Tools : Random review intensely over the last 2-4 days

Question:
(1) I want to spend my money on the MegaMemory program delivered on cassette tapes. How would you convince me, that I should rather spend money on buying SuperMemo (2) Is SuperMemo the same as SuperLearning developed by Dr Georgi Lozanov from Bulgaria? (3) Which techniques produce a greater increase in the speed of learning: SuperMemo or the mind maps proposed by Tony Buzan?
Answer:
The mnemonic techniques (Tony Buzan, MegaMemory, etc.), SuperLearning (Dr Georgi Lozanov) and SuperMemo are all complementary, and make up three independent pillars of effective learning. All of them have to do with optimization:

• In SuperLearning the stress is put on optimizing the cognitive environment which produces the best effects in the learning process
• In mnemonic techniques, the representation of knowledge is optimized in order to produce the most durable memory engrams
• In SuperMemo, the optimization concerns the spacing of repetitions

To be a successful student, you have to (1) apply mnemonic techniques while (2) using SuperMemo in a (3) optimum cognitive environment. The important advantage of SuperMemo is that many capable students develop quite good tricks as far as mnemonic techniques are concerned. They can also reasonably master their own physiology to subject it to the learning effort. However, they have no way of optimizing the spacing of repetitions. Mostly due to the fact that the amount and complexity of computation needed to determine the intervals require the use of a computer and the technology proprietary to SuperMemo World. You are advised to follow the teachings of Tony Buzan, Kevin Trudeau or Dr Georgi Lozanov; however, if you are a capable student, you can safely commit your foremost priority to learning how to optimize your learning schedule. As for now, SuperMemo is the world's best tool developed to assist you in this task.

**