RU2109347C1 - Method of development of abilities for articulationless reading - Google Patents

Abstract

FIELD: training equipment, in particular, means of development of operator's ability to perceive information in a speeded-up manner. SUBSTANCE: to speed up learning of perceived information, rhythmic audoosignals are produced for 19.0 to 40 h simultaneously with reading of texts, for instance, by tapping-out of a rhythm against the surface of some object by one hand for 9.0 to 10.0 h , and during subsequent 10.0 to 30.0 h - by two hands of the trainee; and visual signals of a check text with a content of 2500 to 3500 characters and audiovisual tracking signals are formed at a distance of 30.0 to 35.0 cm from the trainee's eyes 20.0 to 40.0 min before going to bed, after non-regressive reading of the check text the time of its perception by the trainee is measured; a round green character is formed in the center of the text field for 9.0 to 12.0 min for trainer's perception of it together with the check text; then correct answers are determined, and the rate of reading of the check text is estimated. EFFECT: enhanced rate of information perception. 4 dwg

Description

 The invention relates to teaching equipment, in particular to tools for the development of operators to perceive various information in an accelerated manner.

 A known method of information management for students of ultrafast reading [1], based on the presentation of information to the learner in audiovisual form and fixing the reaction time of the learner to the semantic part of the presented information, and visual signals are generated synchronously with acoustic signals and user commands. However, this method has limited didactics, since It does not take into account the need for articulation-free perception of educational texts, which impedes the development of reading speed.

 Closest to the invention in terms of technical nature and the achieved positive result, there is a method [2] for controlling the presentation of educational texts for developing skills for superfast information perception, which consists in generating visual signals corresponding to the educational text synchronously with acoustic signals and converting the synchronization signal of acoustic signals into optical a signal, moreover, synchronously with visual and acoustic signals corresponding to the training texts, additionally form signals of the acoustic effect of the synthesized sound source in combination with musical fragments of musical instruments and compare them with the signals of the reference commands, and from the results of the comparison, they form audio-visual impact signals.

 However, this method has limited didactic capabilities due to the lack of articulation-free reading in increasing the speed of text perception, which prevents the obtaining of a technical result.

 The invention is based on the development of skills of articulation-free perception of textual information to increase reading speed, which is the technical result of the invention.

 The essential features characterizing the invention and sufficient in all cases to which the requested amount of legal protection applies are the formation of textual visual signals and audiovisual accompanying signals common with the prototype, as well as the formation of 19.0-40.0 hours distinct from the prototype simultaneously with reading the texts of rhythmic audio signals, for example, tapping rhythm sounds on the surface of an object with one hand for 9.0-10.0 hours and for the next 10.0-30.0 hours with two hands by the trainee, and 20.0-40.0 minutes before bedtime at a distance of 30.0-35.0 cm from the trainee’s eyes, the formation of visual signals of the control text with a volume of 2500-3500 characters and audio-visual accompaniment signals, registration after the regressive perception of the control reading time, forming a circular green symbol for 9.0-12.0 min in the center of the control text field to perceive it together with the control text, fixing the correct answers and evaluating the speed of reading the control text.

 The features stated in the distinguishing part of the formula are significant differences, since they are not revealed in any of the analogues, and the positive effect is enhanced didactic capabilities, achieved only by the joint use of all known and distinctive features, without exception.

 An example of the implementation of the method of developing the ability to reduce articulation during reading

 Articulation and reading.

 The purpose of the lesson is to use the arrhythmic tapping method to reduce articulation and form a new neurodynamic code for perceiving and processing information.

 Reading is the reception and delivery of speech.

 Studies by Professor N.I. Zhinkin showed that reading is essentially both a process of receiving and delivering speech. This means that when reading written speech - a person accepts and processes the text. At the end of reading, the reader forms his idea of what he read, i.e. as it produces the result of text processing, in which speech processes certainly take part. The speed of reading depends on how they are organized.

 There are three main ways to read. The first way is articulation, or speaking out loud (or almost out loud) what is being read. As already noted, the speed of such reading is slow. The second way is reading to oneself, in which the speech process manifests itself in the form of internal speech, i.e. no open articulation. The text is absorbed more efficiently. The method in principle allows quick reading. And the most perfect way is to read silently, too, but under conditions of maximum compression of internal speech, in which it manifests itself in the form of short volleys of keywords and semantic series that adequately reflect the meaning of the text.

So, articulation slows down the reading process and you need to get rid of it. However, will not a reduction in articulation with an increase in reading speed lead to a decrease in the quality of perception and understanding of the information received?
As studies by psychologists have shown, sometimes when reading words can be replaced by visual visual representations, spatial patterns, whole groups of words in one word.

 Quickly reading people have the ability, without speaking the text to be read, to immediately grasp and fix the author’s intention, and then assimilate it at the level of internal speech. In this case, despite the high reading speed, there is a deep understanding and assimilation of the read, as the main idea is understandable from the very beginning. The task of learning such reading can be solved in two stages. The first involves the reduction of articulation, if it is pronounced, the second - the mastery of reading techniques, in which the text is perceived by large informative blocks.

 As you know, people according to the method of perception and processing of information are divided into two types: visual and auditory. Visual people use a visual code when reading, while auditory people use a less productive speech code. Observations of people reading fast show that they are usually of the visual type. For example, as O. Balzac describes the process of quick reading: “Absorption of thought in the process of reading reached his phenomenal ability. His eyes covered seven or eight lines at once, and his mind comprehended the meaning at a speed corresponding to the speed of eye movement. Often the only one the word allowed him to learn the meaning of the whole phrase. "

 Directed training can teach almost any healthy person to use the code of visual visual images in the process of reading with a corresponding reduction in articulation.

 Speech is external and internal.

Of the various methods for reducing articulation, the most effective is the method of central speech interference, or the method of arrhythmic tapping. This method was developed by Professor N.I. Zhinkin and used them to study the laws of internal speech. The concept of inner speech is very important for us, so let's look in more detail at what inner speech is. Academician A.A. Leont'ev believes that “internal speech is speech that serves only thinking and does not serve, like other types of speech, communication purposes. A classic example of internal speech can be found in any class of any school at the moment the teacher opens the journal to start the survey . He says in thought (usually to himself, but sometimes aloud): "I already asked Alexandrova yesterday ... Belova just came after her illness ... I’ll ask Vasiliev the next time ..."
"Usually to ourselves, and sometimes aloud," we said. You will probably also recall cases when, solving a complex mental problem, and you began to reason aloud. By the way (in confirmation of the theory of mental actions), a small child is absolutely not able to reason silently: he tries to make every argument publicly, which is sometimes extremely embarrassing for adults. Internal speech always develops from external speech. Many psychologists even think that inner speech is a hidden form of outer speech, i.e. that the brain continues to provide the necessary signals to the lips, larynx and other organs of speech, but these signals are too weak to force the language to pronounce words. N. I. Zhinkin proved that most often internal speech ceases to be speech at all: we begin to operate not with speech units - sounds, words, sentences, but with visual images, generalized schemes, etc. This is proved in a very simple way, using rhythmic tapping. The bottom line is that external speech unfolds in time: words are spoken sequentially, one after the other, a split second is spent on each, a different proportion, depending on the length of the word. So, when a person speaks out loud, it is difficult for him to tapping monotonously, he goes astray. When a person reads, he also mentally pronounces the words and also gets lost. But in most cases, tapping does not interfere, and the reading itself is not disturbed either: it means that internal speech does not unfold in time, as external. In other words, speech, as it were, dissolves in a person’s thinking, generating in him, however, that which did not exist before — images and schemes. There is a process of forming a new transcoding system. This system ensures that when reading a text its full understanding is no longer due to the pronunciation and internal listening of each word, but in a fundamentally different way based on the use of vivid visual images.

 How to learn to read silently.

 So, only a reduction in articulation provides a real quick read. How to master, form a new way of reading? We propose to study and then repeatedly repeat the exercise, which we called "rhythm percussion". Its essence is as follows. Reading to yourself, you tap with your hand a special rhythm that does not match the rhythm of speech.

 The main feature of this exercise is that there is no direct effect on the activity of the speech organs (lips, tongue, pharynx, larynx), all mechanisms of speech formation remain free. When a hand taps a special rhythm in the cerebral cortex, a zone of inductive inhibition arises, which makes it impossible to pronounce readable words, i.e. reduces peripheral articulation from the center. To understand how this happens, let's see which areas of the brain control the processes of speech and its understanding.

 In 1861, the French scientist P. Broca discovered that when a brain was damaged in the region of the second and third frontal gyrus (Fig. 1), a person ceases to articulate and makes only incoherent sounds, although he retains the ability to understand what others are saying. Here is the speech motor zone, or Broca's zone. In writers with the right hand, it is in the left hemisphere of the brain, in left-handed people in most cases - in the right.

 In 1874, another French scientist E. Wernicke opened a zone of sensory speech. The defeat of the superior temporal gyrus leads to the fact that a person hears words, but ceases to understand them. In this case, the patient can mechanically repeat the words without understanding their meaning. This area of the brain was called the Wernicke area.

 In the Wernicke zone, as in a kind of card index, all sound images of words acquired during human life are stored. Of course, they are not there in the form of a chain of encoded words (such storage is uneconomical), but in the form of so-called neural traces of sound images. All his life a person has been using this file cabinet.

How is the process of speech generation, or, in other words, the pronunciation of words? Let's look at this with a simple example. Imagine that you are saying the phrase: "Quick Reading Technique." How do the speech zones of our brain interact here? Let us turn to Figure 15. From the Wernicke zone, where the memory of all words is stored, the pronunciation program for this phrase is transmitted to the Brock zone, which generates speech impulses into the mechanisms of the larynx, and you pronounce the phrase. Now close this book and read its title on the cover. What happens in our brain in this case?
The Wernicke zone passes into Brock's zone a program for understanding this phrase. And Brock's zone ... now here is the stop. We read to ourselves, but do not say this phrase aloud. Unfortunately, for many readers, Broca's zone "works" not only at the time of speaking, but also when reading the text. Therefore, to reduce articulation during reading, it is necessary to find a means of influencing Broca's zone during the reading process, in order to block the path of control impulses coming from this zone to form articulation (see Fig. 1).

 As scientists have established, the movement of the fingers in the course of human development turned out to be closely related to speech. Studies of the Leningrad professor M. Koltsova showed that speech activity in children partially develops under the influence of impulses from the fingers. Observing children aged 10-12 months, she found that their speech, figuratively speaking, is at their fingertips.

 It is known that speech is the second signaling system, and it is not given to us from birth. If the child is not taught to speak, he will be dumb. M. Koltsova recommends special exercises for training the fingers of children 6-7 months of age. As a result, the child begins to utter full words much earlier, usually difficult for this age. Thus, there is a direct connection between the movement of the hands and the pronunciation of words. This means that there is a constant functional interaction of subject and speech information, which was explained by IP Pavlov as the interaction of the first (subject) and second (speech) signal systems.

 Here are examples of three different ways of communication: visual, auditory, motor.

Imagine that you are talking with a friend who came to you on business. Having discussed all the questions, you said goodbye to him. And suddenly they remembered that they had forgotten to say something important. Need to get it back. How to do this using each of these communication methods?
Visual. Quickly scribbling a placard with a felt-tip pen: “Come back, please!” You go out to the balcony and show it to a friend who, leaving the entrance, turned to wave goodbye goodbye. When he saw you, he was surprised at the strange form of communication, but nevertheless fulfilled your request.

Auditory. Going out onto the balcony, you simply shout: "Come back, please!"
Motor. Going out onto the balcony, you make an expressive movement of the hand, urging the friend to return. So, there are three different ways of communication, and the result is one - the message is received, understood and implemented. A variety of examples are a direct analogy to reading. The only difference is that when we read, we receive messages and in principle it depends on us in which way (in which code) this technique is implemented: visual, auditory or motor. At the same time, one can conclude from all of this: if hand movements make it possible to realize speech communicative actions, then, obviously, such movements certainly excite certain sections of the cerebral cortex, sending corresponding impulses there. The fact that the hand really plays a big role in organizing various brain functions can be judged from FIG. 2. Here is shown a conditional little man, the so-called homunculus. The sizes of various parts of his body correspond to that part of the cerebral cortex, which is associated with the analysis of certain sensations entering the brain from various parts of the body.

 Pay attention to how much of the cerebral cortex is involved in vigorous activity every time the hand performs certain actions, for example, tapping rhythms. At the same time, the speech motor channel of perception is busy and it is no longer possible to go through it with opposing nerve impulses. Now imagine that by continuing to move your hand (tapping the rhythm) and causing a disturbance in the speech motor, you begin to read the text to yourself. Brock's zone is covered by negative induction due to interference, and the channel for the passage of control pulses is closed. In this version, you can only read if the flow is not accompanied by articulation. As soon as a readable word is pronounced aloud, the rhythm immediately breaks. And vice versa, while the rhythm is tapping, it is impossible to speak what is read: Broca's zone is locked, the speech-motor channel is closed.

 The above explanation, of course, is very arbitrary, but it reflects the main idea of the tapping method: rhythmic movements of the hand lock the speech motor channel and articulation becomes almost impossible. Naturally, the question arises: are readers really all the time tapping and reading? Of course not. It is enough to start reading for 20 hours with a tapping rhythm, so that a new brain work program is ripened and strengthened, a new stereotypical code has been formed that ensures the processing of information coming through the visual channel to the brain without speaking.

 The main thing in mastering the method is to properly learn and tap the rhythm, for which you must first carefully read the rules for performing this simple exercise, then tap the rhythm itself and repeat it many times. It should be remembered that the effect of the method manifests itself only if the reader independently works with the text - continuously taps the rhythm and controls the correctness of sounding by ear. You can read the text with percussion only after the rhythm is learned. To check the correctness of the rhythm pattern, you can control it by musical notation (Fig. 3), however, the most effective control is listening to the rhythm recorded on a cassette, which is sent to everyone by order.

 As experience shows, with the systematic implementation of exercises at the end of the lesson, almost all students achieve the desired effect. For successful suppression of articulation, as a rule, reading with simultaneous percussion of the rhythm for 20 hours is sufficient. However, depending on the type of nervous system and other individual psychophysiological characteristics, the development of exercises occurs in different students in different ways.

 Exercises.

 Reading while tapping the rhythm.

 1. The rules of percussion rhythm.

 a. The rhythm is tapped with a pencil, clamped in the fingers of the right hand, on the hard surface of the table with blows at one point. Firmly, confidently, clearly.

 Note. A left-handed person must tap the rhythm with both hands at the same time, since he has a great dependence of speech on the functions of both hemispheres.

 b. The rhythm is tapped by the active movement of the whole arm, not just the hand. The elbow and brush should not lie on the table.

 in. When reading while tapping the rhythm, the main thing is to ensure the continuity and correctness of the rhythm pattern.

 2. Checking the rhythm.

 You have learned the rhythm. Try tapping it continuously for 2-3 minutes. You do not go astray. Fine. Now let's do a simple experiment. Start tapping the rhythm, and then at the same time as tapping loudly read aloud the top of this page. What did you do? You have gone astray, reading aloud and tapping the rhythm at the same time - it is impossible, this contradicts the laws of human physiology that we analyzed. Now start tapping again and at the same time read the beginning of this page, but to yourself. In this case, it is possible to read, but very slowly, and it is difficult to understand what was read. This is natural. This is the feature of this exercise.

 What problems you will encounter in the process of doing this exercise, how to overcome them, what phases, stages you will go through in the process of mastering the “beat-rhythm” exercise - this will be described in detail in the next lesson. In the meantime, we draw your attention to the fact that the development of rhythmic percussion exercises is deeply individual. But in all cases, it gives a positive result only if it is correctly performed.

 We remind you the necessary components for the correct implementation of the exercise.

 a. Read the text to yourself while tapping the rhythm. In order to increase the effectiveness of the exercise, we recommend that all students tap the rhythm while reading to themselves with both hands at the same time after you start reading the rhythm with one hand at the same time for 10 hours.

 b. Constant auditory monitoring of the correctness and continuity of the rhythm is required. Imagine everyone riding a bicycle, motorcycle, car. You confidently hold on and control your vehicle. But still, sometimes you are sure to inspect the road from behind, in the rearview mirror, is everything all right there.

 Something similar needs to be done here. In between paragraphs of the text, listen to the rhythm, if everything is right with you, and then, as if forgetting about it, continue reading again, focusing your attention on the content of the text being read.

 There are two ways to control the rhythm. At the first stage, when we read up to 10 hours, we set the task: to listen to the rhythm-knock. And then, at the final stage, we set the task: to hear the rhythm-knock. What does listening mean? It means listening to every rhythmic beat, controlling every rhythm. It is justified at the initial stage. After 10 hours, when you have developed automatism, you are in a corner of consciousness, in your ear, in control: do you tap the rhythm correctly, focusing your attention on revealing the meaning of the text being read. This is the control mode when you hear the rhythm.

 Homework.

 1. Learn and remember the rhythm. To achieve the correct percussion of the rhythm for 2-4 minutes continuously. Only then continue the exercises.

 2. Read simple texts daily while tapping the rhythm for 1-1.5 hours. The task of a full understanding of what is read is not posed. The main thing is constant monitoring of the correctness of the exercise. During the day, choose a time for reading 10-15 minutes. If you are tired, take a break. Remember the rhythm all the time. By the end of the second week, it is necessary to read with the simultaneous percussion of the rhythm for 8-10 hours.

 3. Continue to exercise the contemplation of the green point. At the same time, try to see up and down 3-4 lines of text across the entire width of the page (recall, to see is to distinguish the contours of words) - see appendices 1, 2.

 4. The reading of all texts, except for fiction, is carried out in blocks of an integral and differential algorithm. Read without regressions !.

5. Give written answers to the following security questions:
a. What are the three main ways to read the textbook? What is the basis of this separation of reading methods? Which of these methods are you reading now?
b. Why the reduction (suppression) of articulation does not lead to a decrease in the quality of perception and understanding of the content of the read text?
in. What type of people would you attribute yourself to by the way you perceive and process information (visual or auditory)?
Write down the answers to these questions on a separate sheet and send them to the Center after completing all the lessons of part two.

 6. Perform the next test N 4 "Filtering ability of the brain" (see Appendix 3).

 Test task 4. Read the text "Gold diggers" as quickly as possible (20-30 s). Underline the logical inconsistency in this text.

What it is?
Here is an example of a phrase containing a logical mismatch: "The cow is flying, and we are walking on the ceiling." There is a clear contradiction of physical laws in this phrase. A cow cannot fly, and we cannot walk on the ceiling.

 This kind of discrepancy is contained in the text "Gold diggers". Your task is to discover and emphasize it. You will find the correct answer to this task on the back of test 4, where you can see mono only after completing the task.

 Read the control text while tapping the rhythm. Count the reading speed and enter it on the graph of reading speed changes. It will turn out much less than the previous one: everything is correct, this is a natural phenomenon. We will examine its reasons in the next lesson. "The world of man and the world of language", 1984

 Text, volume - 1800 characters.

What is intelligence ?!
Intelligent behavior always involves a choice of several options.

 Here is a simple example: you need to get to the other end of the city. This can be done using different modes of transport, but you can go on foot. Before embarking on a journey, we will assess the situation, weigh the opportunities at our disposal, and, choosing one of them, we will outline an action plan. In other words, we are faced with a certain task, but the choice of the right solution depends on us. We do not automatically satisfy our need (without being interested in the mechanism of this satisfaction), but consciously sort out and compare with each other different ways of achieving the goal.

 Intellectual activity is highly typical of man. Professor of Moscow University, the famous psychologist A.R. Luria once calculated that at least seven-eighths of human behavior is composed of intellectual acts and only one-eighth is “pure” conditioned and unconditioned reflexes.

 Each intellectual act consists of three parts, or phases. The first phase is orientation in the conditions of the task and development of an action plan. The second is the phase of the execution or implementation of the intended plan. And, finally, the third is the comparison of the result with the goal. In our example, the first phase is thinking about which transport is more profitable for us, comparing different options and choosing the best; the second is the implementation of one or another option, and finally, the third is the satisfaction that we got to work on time.

 It is easy to see that in a person the first and second phases of an intellectual act - not to mention the third - are very clearly separated from each other. A person first considers the available opportunities, draw up an action plan, and only then does this plan implement. This is its main difference (in terms of intellectual behavior) from animals, such as apes.

 A.A. Leontiev.

 Do not forget to indicate the reading time, understanding rate, and reading speed calculated on the basis of the formula known to you on test 4. Be sure to write your last name, first name, middle name and your training number.

We remind you that you need to send the following materials for the lesson to the Center after completing all the lessons of the second part:
1. Answers to the control questions of the lesson.

 2. Test form 4 by filling in all of its columns.

 3. Write down how many hours you read while tapping the rhythm.

 An example of the implementation of the method of developing the abilities of artless reading.

 We read without articulation.

 The purpose of the lesson is to show the four phases of mastering the exercise "knock-rhythm" and three cases of possible results of its implementation.

 Fast reading and articulation are not compatible.

 One of the famous researchers in the psychology of creativity, Jacques Hadamard once wrote a letter to the famous A. Einstein and asked him to talk about how he reads and understands texts. Here is what A. Einstein wrote to him: "Words or language, as they are written or pronounced, do not play any role in my thinking mechanism. Mental realities serving as elements of thinking are some signs or more or less clear images that can be" by desire "reproduced and combined." We can say that this is a vivid example of reading in the absence of articulation.

 Articulation is the main enemy of fast reading. Performing an exercise with rhythm percussion, you are convinced that the suppression of articulation with this method of reading causes a restructuring of the mechanism of thinking. What is the nature of the exercise? Outwardly, it would seem very simple, it causes profound transformations in the structure of mental actions. In the brain, complex integrative processes occur. The procedure for receiving and processing information is changing. Understanding and memorization of what is read is completely different.

 Let's try to understand these phenomena. As we have already noted, reading is closely related to speech. It is from its organization, or rather, from the implementation of intra-speech processes, that the speed and efficiency of reading depends. The doctor of psychological sciences T.N. Ushakova notes that speech is "a certain apparatus that translates meaning into words, and this apparatus is in close connection with the consciousness and emotions of a person; an important feature of it is the presence in it of a language system produced by a community of people and individually assimilated and used by each person. "

 The study of psychologists allows us to take a different look at the concept of internal speech, which is central in the psychology of reading. As T. N. Ushakova notes, the term "internal speech" refers to the psychophysiological process, which is characterized by the activation of speech mechanisms in the absence of pronounced speech manifestations (external speech). Intra speech processes are qualitatively different from external speech and form its necessary basis. The most compelling reason for this point of view is the fact that ordinary human speech expresses a certain meaning and uses a previously learned language with its system of knowledge and rules. In order to organize it according to the rules of the language and in accordance with the meaning that a person wants to express, a special integrative process is needed (for today, it is deeply mysterious for science). This process occurs through the mechanisms that have developed in the human brain during the assimilation of the language and speech experience, and is ahead of the delivered speech, in relation to which it is hidden, intramental. Reading is the reverse process - the reception (assimilation) of written speech, which allows us to talk about a complete analogy with the process of generation (speaking) of speech.

 According to their characteristics, intra-speech processes cannot be identical to external speech (that is, to be a "projection of external speech"), because they "generate" the delivered speech and themselves are organized in accordance with the laws of the brain, the laws of higher nervous activity of a person. The case when a person pronounces internal monologues to himself represents a special version of speech, essentially little different from loudly pronounced and hardly even worthy of the name of internal speech. It is nothing more than an example of reading with pronounced articulation.

 If we talk about the specifics of the processes that occur during the exercise "rhythm tap", then it is obvious that they should be sought in the recoding mechanisms or in the implementation of various methods of coding signals, when processing the information received in the process of reading to the brain. Reading with the simultaneous percussion of rhythm puts the brain in conditions when it is necessary to solve typical mental tasks, but the usual means for their implementation are absent. In this state, the brain forms a new neurodynamic code that ensures the implementation of the whole complex of tasks related to reading, but at a qualitatively different level. As Academician A.A. Leontyev noted, in this case "some other code is formed" based on visual or some other ideas.

 Our long-term observations of the processes of articulation reduction during reading have convinced us that each student who correctly performs the rhythm percussion exercise goes through certain stages in succession - the phases of mastering the exercise. Anticipating questions about the difficulties that will arise during its implementation, it is necessary to understand the features of the exercise in order to effectively solve the problem of reducing articulation. In this case, we will rely on the considered models and patterns of verbal communication. Understanding the conventions of the model of transformations discussed below in the structure of mental actions, we consider its analysis to be extremely useful for students, because it gives a clear idea of the actual effectiveness of the rhythmic percussion exercise. In addition, this model allows you to control the exercise, see your mistakes and shortcomings.

 Four phases of mastering rhythm tapping exercises.

 In FIG. 4 shows a conditional model of transformations that occur in the structure of mental actions when performing exercises with rhythm percussion. As shown in FIG. 4, reading information processing is possible in principle in two ways. The first method is carried out with the participation of the channel block of the speech-auditory analyzer (shown in dashed line in the figure). This is a reading with a pronounced articulation. How further processing of information occurs in this reading mode is shown in the diagram. The signal coming from the channel block of the speech-hearing analyzer is processed in the RAM block by means of the speech-hearing code and leaves the "room" of the RAM through the "door" on which the "speech-hearing code" is written.

 Getting to the exercise with the percussion of the rhythm. You read the text to yourself and at the same time accurately and accurately, in accordance with the rules, tap the rhythm. This reading mode excludes the participation of the channel block of the speech-auditory analyzer - Broca's zone is closed. In the second method, the signal after the channel block of the speech motor analyzer, bypassing the auditory one, is sent for further processing, which is indicated by a solid line in the figure. And here the first difficulties await us. The usual way to process information has so far been a hearing code. However, the received signal this time does not carry a program for processing it, since the auditory block has passed.

 So, information needs to be processed, and the usual means of assimilation are absent. What to do? As shown in the figure, the incoming signal begins to "rush" through the "room" of RAM. He is trying to break through the “door” of the speech-hearing code, but he is not allowed here. For the passage you need to provide a kind of "password" corresponding to this method of processing information, but he does not have it. The signal bounces off the “door” and continues to search for the exit.

 The described situation corresponds to the first phase of mastering an exercise with rhythm tapping: reading and simultaneous tapping of a rhythm is impossible. It turns out one thing: either reading or rattling rhythm. As a rule, this phase does not last long. One hour of rhythm percussion is enough, and you will be convinced that attempts to read with simultaneous percussion of rhythm have been crowned with success. Most students, already in the first minutes of reading, while tapping the rhythm, successfully overcome the first phase of mastering the exercise.

 Returning again to FIG. 4. So, the incoming information is accumulated in the "room" of RAM, overflows it, but is not processed. There is a situation that most students described as follows: “I feel that I'm reading, my eyes run through the text quite quickly, as if I perceive everything. But at the same time I realize that I can’t understand anything from what I’ve read. My head is breaking as if from desire understand something. " This situation corresponds to the second phase of mastering the exercise: reading with simultaneous tapping of the rhythm is obtained, but it is impossible to understand what was read.

 What happens next? As already noted, potentially any person carries the ability to use various programs and codes of mental actions. It is only necessary to create the conditions under which these abilities appear. In our case, just such conditions occur. In the absence of previously known information processing tools, the brain creates or selects from the available stock a new method of encoding the incoming information. As shown in FIG. 4, the signal that was rushing about the "room" of random access memory suddenly runs into a "door" with the inscription "code of visual images." It turns out that this “door” was here for a long time and was not completely locked to the “lock”. Moreover, the incoming signal already has a kind of "password" for passing through it. The signal begins to be processed and enters the long-term memory block. This situation corresponds to the third phase of mastering the exercise: reading with simultaneous tapping of the rhythm is obtained, it is possible to understand what has been read, but there is no memorization. Thus, you read the text while tapping the rhythm. Reading is easy and free. The rhythm does not interfere. You understand well what you read. As a rule, this happens after 1 - 5 hours of reading with the simultaneous percussion of the rhythm. However, a new difficulty awaits you. After reading a page of text and taking a break, you are trying to remember what you read. And with surprise for yourself, you realize that you can’t remember anything. There is a phenomenon that psychologists call "amnesia" - instant oblivion. In our case, this phenomenon is natural. As shown in FIG. 4, the signals from the RAM block to the long-term memory block went along the usual paths formed by many years of experience. Now it is necessary to form other ways, build new "neural networks" for processing information (in Fig. They are shown by a solid line), which at the beginning are still very unstable, as a result of which they are easily destroyed, creating conditions for the appearance of amnesia.

 What to do? There is only one thing - to continue reading while tapping the rhythm, consolidating what has been achieved, forming the new year and new ways of processing information throughout its entire length - from entering the brain to being fixed in long-term memory. As observations show, for this it is enough 15 - 20 hours of reading with the simultaneous percussion of the rhythm. Finally, there comes a time when you will feel that reading with the beat of rhythm is easy and free. The rhythm does not seem to exist at all. You do not notice him. The text is easy to understand. After reading, you can freely remember what you read. You have mastered a fundamentally different way of reading, in which articulation is completely absent. This corresponds to the fourth phase of the rhythm tapping exercise: you read the text freely, understand everything and can remember what you read.

 Three cases of mastering the beat-rhythm exercise.

 It makes sense to analyze the results of the exercise only if you have read with a rhythm tap for at least 15 to 20 hours. We felt and analyzed all four phases of mastering the exercise.

Now you need to read the control text while tapping the rhythm, determine the reading speed using a well-known formula, and only after that we invite you to discuss the results of mastering the rhythm tapping exercise. As experience shows, at the end of the exercise, depending on your individual characteristics, three cases are possible:
1. V _in = V _b , where V _in - reading speed with the simultaneous percussion of the rhythm when reading text 5; V _b - reading speed without tapping the rhythm after reading the text 3. The equality of reading speed with tapping the rhythm and without it indicates that your articulation was weakly expressed. But this does not mean that you have wasted your time. You have formed and consolidated a new coding method, developed visual-figurative representations. You need to continue to work in this direction, strive to ensure that the code of visual images becomes predominant.

2. V _in > V _b - the increase in reading speed with the rhythm tapping means a significant articulation.

 Efforts are required to continue this exercise. Sometimes you have to read with a rhythm tapping for 50 to 100 hours. Here it is necessary to ensure that the speed of reading without tapping the rhythm equals the speed of reading while tapping the rhythm. This will mean that the new code has formed quite firmly and "works" when reading without rattling the rhythm.

 How to check the solution to this problem? Pick a text that is similar in character and volume to the one you read with the rhythm tapping. Read it without rattling rhythm. If the reading speeds of both texts are approximately the same, it means that you have firmly formed a new neurodynamic code - a code of visual images, shaped perception, and on this basis - shaped thinking.

 In the process of reducing articulation, the main thing is not so much the reduction of articulation itself as the solution to the problem of creating a new neurodynamic code, the formation of non-verbal, wordless, imaginative thinking. From now on, try to read with images, develop your imagination. This is the most economical way to read text.

3. V _in <V _b - in spite of all your efforts, the reading speed with the rhythm tapping is much lower than the one that was before. This is a clear sign that you are making mistakes in the exercise. Once again, carefully check the correct tapping of the rhythm. Ultimately, your task is to ensure that the reading speed with rhythm tapping is equal to the reading speed without rhythm tapping.

 In all cases, we consider the development of vivid visual-figurative representations in the process of reading to be a positive outcome of mastering an exercise with rhythm percussion.

 This is a natural phenomenon, indicating that the code of visual images becomes more prevalent in the mechanism of thinking, the effectiveness of which has been proved above.

Exercises. Reading while tapping the rhythm:
1. It is necessary to check the correctness of rhythm percussion daily. During the week to read with the percussion of the rhythm 2 - 3 articles, trying to understand what is read during the reading itself (the third phase of mastering the exercise).

 2. During the week to read with the percussion of rhythm, various texts in the specialty, trying to understand and remember what they read, both in the most general form and in detail (fourth phase).

 3. Read with rhythm tapping an article on a specialty of no more than 8 thousand characters, then, continuing to tap, close your eyes and mentally expose the contents of what you read, answering standard questions in accordance with the blocks of the integral algorithm.

 Homework.

 1. Continue reading the text while tapping the rhythm. Control the phases of mastering the exercise. After 10 hours, switch to reading with tapping the rhythm with two hands.

 As we noted earlier, to successfully suppress articulation, you need to start with a tapping rhythm of 20 hours. It may turn out that this time will not be enough for you. Continue the exercise for up to 40 hours. The case is not rare in our practice. You will definitely succeed. The main thing is unconditionally observing the rules of rhythm percussion.

 2. Read all texts using the first rule of fast reading, remember the blocks of the integrated reading algorithm, highlighting the dominant.

 3. Continue the exercise "Contemplating the green point." We set the task at this stage to see simultaneously with the green dot 4-6 lines of text up and down over the entire width of the text, regardless of whether you assume a gradual expansion from the center or go from the edges of the page to the center (applications 1, 2).

 4. You have to perform test 5 (Appendix 4), which we call the coefficient of mobility of nervous processes. Be careful when doing it.

 Assignment: with a simple pencil with a blunt end on the command of your comrade for 10 seconds. put as many points as possible, first in the first big square, then after 10 seconds in the second, then in the third and fourth. All four squares should take only 40 seconds (+ 5-8 seconds for transitions from one square to another at the command of your friend or home).

 Having put the points, count their number in each square and write down the results inside the small squares, i.e. where it says: test results.

 Now let's evaluate our mobility. To do this, we use a simple formula: the number of points in a square 1 + the number of points in a square 4, divide the resulting amount into two.

 If you get a figure of 80 or more, your mobility is very high, 50 - 80 - average, less than 50 - low. What is this parameter talking about? It determines the individual characteristics of your nervous system and is necessary in order to determine the rate of work with Schulte tables, which we will study in the next lesson.

 5. In conclusion, read the control text while tapping the rhythm and calculate the reading speed. "The world of man and the world of language." 1984, Text, Volume - 2700 characters.

 Two words about the "fashionable" Freud.

 The main thing for Freud is not consciousness, but the unconscious. The person is as if three-layered. “It” is a complex of inductive desires torn out. The ego, i.e., the ego, is the consciousness that holds these instincts within reasonable human boundaries. And the “super-ego,” the super-self, is what a person consciously assimilates from other people — the demands of society, social norms, etc.

“The principle of reality” operates in human life, says Freud. You cannot live according to the laws of “It”: then we will lose our human appearance. But, on the other hand, it is inconceivable to always comply with the requirements of the Super Ego - we are people, not machines!
However, the Super Ego presses on us: "Do as you need!" In practice, we cannot but violate his requirements - but at the same time we experience anxiety (frustration), guilt. The mechanisms for protecting self-justification and compensation are included. For example, we forget what we unconsciously go to forget.

The “Ego” is forced to act on two fronts: to restrain the “It” rushing forward and at the same time reconcile the maximalism of the “Super-Ego” with the “natural” desire to maintain individuality. But the “Super Ego” cannot be restrained - so you have to look for workarounds, dodges. What harmony is there! "The swan breaks into the clouds. The cancer backs away, and the Pike pulls into the water ..."
Of course, it is already clear to you what the most important miscalculation of Freud’s personality theory is. The social nature of the psyche as a whole is completely denied. "It", i.e. desires, experiences - everything that lies beyond the mind is declared aggressively extra-social and at the same time deeply biological. And the social components of consciousness (“Ego”), although they seem to be organic, become in Freud a source of constant internal disharmony of the individual. Social and biological forever virgin in man.

 Soviet psychologists who analyzed Freud’s views have repeatedly noted: this picture is realistic, but it is typical for a person with pathological deviations in the structure of the personality, for a neurotic. Freud was a doctor, psychiatrist, dealt with nervous patients, and the medical specialty served poorly to Freud theorist. However, in nervous patients, “It” did not in any way reduce to biological needs alone, innate instincts.

 But this picture is realistic and in one more respect. The sociality of sociality is different. And if the “Super-Ego” reflects the system of requirements of bourgeois society, the social norms dictated by the ruling class, then the “Ego,” or, more simply, the personality, may not accept them, push them away, although it is forced to adapt to them. But such an unsettled personality has nothing to do with the universal universal laws of the psyche: it is historically and socially determined, it is a reflection in the human psyche of the disorder of society itself, of the contradictions between the dominant ideology and class consciousness. This is something that Freud could not see.

 Nevertheless, he did a great job for modern psychology by drawing her attention to the “layer” lying between consciousness and automatic completely unconscious processes, and thereby helped to bridge the gap between the “soul” and the mechanisms of behavior and activity. Freud, one might say, dug under the border post between consciousness and unconsciousness. "A.A. Leontiev.

 When calculating the reading speed, you will find that it is reduced by the middle of the course. What causes this? The lesson, as we found out, is devoted to the task of suppressing articulation. The decrease in reading speed at the stage of suppressing articulation is a natural phenomenon. Articulation is the main enemy of fast reading. Fast reading and articulation are not compatible.

Suppression of articulation means the transition to a new coding system - the code of visual images. Naturally, it is impossible to simultaneously rebuild the coding and increase the reading speed. The most effective way to reduce articulation is to read with tapping rhythm. The main task facing you is to ensure that the reading speed with rhythm tapping is equal to the reading speed without rhythm tapping. We remind you that after all the lessons are completed, please send the following materials on the lesson to the Center:
1. Test form 5 "The coefficient of mobility of the nervous processes" (Appendix 4). Do not forget to remember all the columns of the test: indicate the surname, first name, middle name, your educational N, reading time of text 5 with a tap of the rhythm, an understanding factor and reading speed calculated according to a formula known to you.

 2. Indicate the total number of hours that you have read while tapping the rhythm. So, you have learned yet another, fourth rule of quick reading: read without articulation. Deep assimilation and fluency in them allows you to rise to a new, higher level in the development of fast reading techniques.

 Appendix 1. Contemplation of the green point.

 This is a complex exercise, perhaps the most difficult, but at the same time the most effective. It simultaneously solves two important tasks: it helps the training of attention while reading and expands the operational field of view.

The order of the exercise:
1. Cut the text of Appendix 2 and stick it on thick cardboard, painting the circle in the center green.

 2. Every evening, preferably at the same time, before you go to bed, you sit down at your desk. Text with a green dot is in front of you. For convenience, you can use the book stand so that the text is always in the same inclined position. If you are reading with glasses, you also need to carry out this exercise with glasses. The distance from the point to the eyes should be constant, the same as during normal reading (30 - 33 cm).

 3. In this exercise, a very important point in its preparation is an autogenic training session. The most effective way to conduct a session is to listen to a tape recording of the final session of the AT, the text of which is read by Oleg Andreyevich Andreyev, Director General of the Center.

 If you received a tape recording or record from the Center, then you should, sitting at the table in front of a sheet with a green dot, read the text of this exercise together with the announcer aloud. After the words "I will always read quickly," turn off the tape recorder or player and begin to contemplate the green dot. Everyone who works without tape recording should also slowly and calmly read the entire text out loud, and then proceed to contemplate the green dot.

 4. Contemplate the green dot located in the center of the page with the text for 10 minutes. Drive away extraneous thoughts. Focus only on the green dot; all thoughts, consciousness should be connected only with it. The maximum concentration of consciousness. Calm, even lighting. Feet freely touch the floor (do not cross), hands are on the table, the whole body is relaxed, breathing is even, calm. No distracting thoughts.

 5. After 10 minutes, close your eyes, cover them with the palm of your right hand and go to sleep. The illusion of continuing contemplation of the point should be the last visual impression of the past day.

 The exercise is repeated for three months daily without interruption, immediately before bedtime.

 At the first stage of the exercise (first and second weeks), it is necessary, constantly controlling your behavior, perseverance, to constantly return thoughts to the green point. With the correct completion of the task, no unpleasant sensations in the eyes should arise. Gummy, tearful, and stressed are signs of technical error. To eliminate them, it is recommended to relax the muscles of the eyes, eyelids and forehead before starting the exercise. After an autogenic training session, these sensations disappear, and you need to immediately begin to perform the exercise. You can use another trick: imagine yourself calmly contemplating the clouds or the ship on the horizon. Loose gaze on distant objects relaxes the eye muscles. Throughout the exercise you need to maintain relaxation. The eyelids should be half covered, the gaze as if half asleep.

 Contemplating the green dot, consciousness goes through several stages. As the concentrated calmness increases, eye micromotion becomes more and more smooth, soft, almost imperceptible. It is becoming easier to keep our attention on the point, think only about it. At the same time, you are in danger of complete relaxation - falling asleep. Its first sign will be such a change in the coordination of perception, in which the image of the green dot begins to "swim" in various directions: left - right, up - down. Sometimes a point begins to approach you or, conversely, move away, go far beyond the page plane. These are quite natural phenomena that should not bother you. You should maintain a state of "calm concentration" and return the point to place. Sometimes the state of drowsiness can intensify and be expressed in heaviness of the eyelids and an irresistible desire to close your eyes. If you do not succumb to temptation at this moment, and bring yourself not too energetically into ordinary wakefulness, then a peculiar and very pleasant state arises. The task becomes easy and simple: it is not difficult to look at the green dot, the eyes stop at it without any efforts in stillness, all extraneous thoughts disappear. The vision of the point becomes unusually distinct, bright, vibrant. Some special clarity of consciousness is achieved. This is precisely the main goal of the exercise at this stage.

 When you learn to achieve a state of clear consciousness (usually it takes one to two weeks), the task is to gradually expand the volume of perception. It should strive to see simultaneously with the green dot all the large fragments of the text - to the right and left, above and below. First you need to expand the field of view in width, horizontally. Keeping in mind the green dot, try to see the entire line of text from the center of the page horizontally. When you successfully complete this, you can continue to increase your perception. Now you should see at the same time as point 2 - 3 lines of text up and down. What does it mean to see? To see at the same time as a point is first of all not to read the text, but to feel its presence.

 Reading is always necessarily associated with eye movement, a change in their fixation points. In the same exercise, this is prohibited. The entire period of the exercise cycle, the gaze captures only the green dot. Therefore, to see is not to read the text, but to try to distinguish between the outlines and outlines of the words, phrases and sentences surrounding the point of vision. Gradually you will see more and more large fragments of text. The ultimate goal of this exercise, which happens in most cases when it is correctly and accurately performed, is as follows: 10 min. you freely contemplate the green dot, without being distracted by extraneous thoughts, in addition, in separate moments of concentration, clear consciousness, suddenly you see the entire page at once simultaneously with the green dot in the center. The panorama of the page is seen convex clearly, distinctly. This does not last long, only a few moments, but this is enough. This is the evidence of the success of your training.

 And finally, a few words about the page with the text with a green dot. As you may have noticed, its contents are the program of our entire course of quick reading techniques. The text of this page is a suggestive (suggestive) appeal to you, reader. Use this exercise. You will like it. Here is what one of the students told us: “Every day I look forward to the evening to meet my green dot. It was thanks to her that I became calm, attentive, restrained. The moments of“ clear consciousness ”cause particular satisfaction. I wait for them, I prepare them. "I look at the point, half-closed my eyelids, as if reluctantly, half asleep. At this moment I completely rest, relax and somehow renew myself internally."

 Give it a try. You will succeed.

 Appendix 2. (Note. Paint the circle in green). The text of the exercise "Contemplating the green point."

вижу всю страницу, вижу весь текст сразу. Ясно, отчетливо. Мой взгляд свободен, спокоен, ясен. Глаза легко и свободно скользят по тексту только вертикально, сверху вниз, по центру страницы. Я могу прочитать одну страницу за пятнадцать секунд, за семь секунд, за одну секунду. Вижу текст, как на экране. Ясно вижу всю страницу сразу. Я стараюсь как можно ярче представить себе, о чем идет речь. Я чувствую себя сильным, молодым, здоровым. Нервная система, весь мой организм набираются энергии, спокойствия, выносливости, силы. Мой сон глубокий, крепкий. Я читаю удивительно быстро. Я всегда внимателен. Сосредоточен. Посторонние мысли не беспокоят. Мое внимание подчиняется мне. Я постоянно тренирую свое внимание. Мое внимание подчиняется мне. Я постоянно тренирую свое внимание. У меня отличная память. Моя память улучшается с каждым днем. Нужное запоминается само собой, без всяких усилий и высвечивается как на экране - полно и точно. Я читаю очень быстро. Я наслаждаюсь техникой быстрого чтения. Я читаю свободно, легко, с упоением. Я совершенно спокоен. Я абсолютно спокоен. Быстрое чтение дает мне радость, ощущение легкости, подъем. Я не утомляюсь, и мое самочувствие улучшается с каждым днем. Я читаю быстро. Я закодировал новые программы и коды чтения в своем мозге, в своем сознании. Я буду быстро читать всегда.I am completely calm. I am absolutely calm. A quick read gives me joy, a feeling of lightness, a lift. I am not tired, and my well-being improves every day. It’s easy for me to learn to read quickly. Being engaged, I remain free, fresh. Now I try to imagine what is at stake as vividly as possible. I read the text of any difficulty only once. I always use the first rule of fast reading - to read without regressions. Eyes run easily and freely only forward. I can read like that. I will always read this way. I read fast. I constantly remember the seven blocks of the integrated reading algorithm. The visual image of the algorithm seems to me clearly, clearly. Reading the text, I freely decompose its contents into blocks of the algorithm. I discard all unnecessary. The new reader now acts on its own, out of habit. I will always read this way. I read fast. I always see in the text its main semantic meaning - the dominant. I see her clearly. It is displayed, as on the screen, convex, bright, contrast. I can always write it in my own words, in the language of my own thoughts. I read fast. I have no articulation. I remember the rhythm to suppress it. He does not allow to speak. I will always remember him. I read faster and faster. I feel that every day my vision becomes sharper, focused, strong. The field of my vision is constantly expanding. Every day I'm getting better and better

I see the whole page, I see all the text at once. Clearly, distinctly. My gaze is free, calm, clear. Eyes easily and freely glide across the text only vertically, from top to bottom, in the center of the page. I can read one page in fifteen seconds, in seven seconds, in one second. I see the text on the screen. I can clearly see the whole page at once. I try to imagine what is at stake as vividly as possible. I feel strong, young, healthy. The nervous system, my whole body is gaining energy, calmness, endurance, strength. My dream is deep, strong. I read amazingly fast. I am always attentive. Focused. Extraneous thoughts do not bother. My attention obeys me. I constantly train my attention. My attention obeys me. I constantly train my attention. I have a great memory. My memory is improving every day. The necessary is remembered by itself, without any effort and is displayed as on the screen - completely and accurately. I read very fast. I enjoy the quick reading technique. I read freely, easily, with rapture. I am completely calm. I am absolutely calm. A quick read gives me joy, a feeling of lightness, a lift. I am not tired, and my well-being improves every day. I read fast. I have coded new programs and reading codes in my brain, in my mind. I will always read quickly.

Claims (1)

 A method of developing articulation-free reading abilities, which consists in generating textual visual signals and audio-visual accompaniment signals, characterized in that for 19 to 40 hours, rhythmic audio signals are generated simultaneously with reading texts, for example, rhythm sounds being tapped on the surface of an object with one hand for 9 - 10 hours and over the next 10 - 30 hours - with two hands of the trainee, and 20 - 40 minutes before sleep at a distance of 30 - 35 cm from the eyes of the trainee form visual signals of the control text with a length of 2500 - 3500 characters and audiovisual accompaniment signals, after the trainee’s perception of the control text by the trainee, the reading time is recorded, a circular green symbol is formed in the center of the control text field for 9-12 minutes for the trainee to perceive together with the control text, the correct answers are recorded and the reading speed is estimated control text.

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