Moonwalking with Einstein by Joshua Foer

Have you ever wondered about those people who can remember names, phone numbers, birthdays and odd facts with ease? Some people have prodigious memories. How do they do it?

Joshua Foer began to ask these questions when he covered the 2005 U.S. Memory Championship for Slate. Within a few minutes, the mental athletes at this event could memorize a poem, a deck of cards or a thousand random numbers. A year later, he returned to that event as a competitor, and he won. Walking with Einstein is Foer’s recounting of his year of training in memory techniques and his exploration of the meaning of memory.

This book is not a manual on memory techniques, though Foer briefly describes them. You can find them described in more detail elsewhere. Many of the techniques are ancient, or elaborations on ancient techniques. The discovery of the primary technique is attributed to Simonides, a Greek poet who lived about 500 years before Christ. After the collapse of a banquet hall, which he narrowly escaped because he stepped out to greet a messenger, he discovered he could picture in his mind where every guest had been seated, and was able to identify the location of the bodies. Later authors built upon this idea of a “memory palace,” and it was widely used before the invention of printing.

The basic idea is simple. We have amazing capacities to remember locations and images, so just tie things we want to remember to an image and place. First, pay attention to what you want to remember (it may only take a second). Next, form a memorable image that will remind you of the thing you want to remember. The more outrageous the image is the better it will work. Serious mnemonists develop systems of images. Finally, “place” those images in a memory palace, preferably some real place you know very well. It turns out that the main thing may be the attentiveness all of this technique requires and the multiple paths to remembering you create.

Like Foer, I was disappointed that feats mental athletes perform are not things I want to do. I’d like to be better at remembering names, but all I may need to do to improve is pay attention. I’d like to be able to remember passages of text, but this is very difficult even using mnemonics.

The more interesting thing in the book turns out to be Foer’s exploration of the place of memory in our history and culture. In an age before books, and especially before indexed books, it was very difficult to store information anywhere outside of memory. Even if you read something on a scroll, it would not be easy to find it again. If you wanted quick access to something, you needed to memorize it. People would intensely study the few texts they had and got to know them very well, possibly memorizing them entirely.

Books made accessing information much easier and therefore remembering less important. The Internet has made tons of information accessible in an instant. We have shifted away from valuing intensive study to valuing extensive study, or being widely read. We don’t know as deeply, but we know how to access information for a variety of places.

Memory is not a valueless art in our age. Memorizing techniques engage the imagination to create memorable images. In reverse, our memories are the feedstock of our imaginations. Our creativity, innovation, and invention draws upon the things we remember and the many connections we form between memories. For a creative mind to invent, it needs to be stocked with useful memories.

Similarly, memory has value in defining ourselves. Who we are as an individual is largely defined by our habits and memories. In a sense, the more we remember, the fuller are our lives. Shared memories are part of how we relate to others, and shared knowledge is important to culture.

I started reading this book with an interest in improving memory. My takeaway ends up being that I want to be more attentive to life. I want to form the most vivid memories I can of the people and events that are important to me.

If you’re interested in this book, you may also be interested in

The Genius in All of Us by David Shenk

How to Talk About Books You Haven’t Read by Pierre Bayard

Idea Mapping by Jamie Nast

Your Intelligence Makeover by Edward F. Droge, Jr.

If you want to improve you memory, you may also be interested in a fish oil supplement.

Foer, Joshua. Moonwalking with Einstein: The Art and Science of Remembering Everything. New York: Penguin, 2011.

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Seize this very minute

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Future Bright by Martin E. Martinez

Higher intelligence is linked to higher achievement. The demands of our world and culture are calling for higher achievement to address increasingly complex problems. As individuals and societies, we should strive to increase intelligence, which is possible, to arm ourselves to overcome these challenges. This is the opinion advanced by education professor Martin E. Martinez in his book Future Bright.

Martinez builds his case by starting with the link between intelligence and achievement. He cites studies that indicate that in school, work, and personal life, achievement is positively correlated to intelligence.

He moves on to describe what intelligence is, drawing on historic and current theories and research. A significant portion of the book is devoted to defining and understanding intelligence. The prevailing model is hierarchical. A single general intelligence is linked to achievement in all areas. There are also different types of intelligence that are linked to success in clusters of specific skills. Intelligence is affected by both genetics and the environment, and by both individual and cultural factors. If you are looking for a primer on intelligence that covers a lot of ground relatively briefly, you can find it in these chapters.

The hope that Martinez offers is that intelligence is, in part, learned, and it can be increased. Two major types of intelligence, most strongly related to general intelligence, are fluid and crystalline intelligence. Fluid intelligence is related to successfully dealing with novel situations. The heart of fluid intelligence is problem solving.  Crystalline intelligence is structured knowledge, such as is attained from formal education. It is not merely an accumulation of facts; it is an organized mental repository of useful information. The primary skill for crystalline intelligence is critical thinking, the ability distinguish credible, worthy, and useful ideas.

Problems solving and critical thinking are skills that can be learned and improved. Similarly, we can learn new information. By these means fluid and crystalline intelligence, and with them general intelligence, can be increased.

Intelligence is not the only determinant of success, for many intelligent people are not successful. Another important factor is what Martinez call “effective character.” These are personality traits that Martinez suggests can be learned or improved in most people. The critical trait is conscientiousness. Conscientiousness is associated with setting and pursuing goals, working with diligence, and seeking excellence.

Martinez offers several strategies for increasing intelligence. One that is in keeping with the motivation behind this blog is to increase crystalline intelligence (structured knowledge) by reading books. A work as long a book must be structured well to be coherent from beginning to end. In addition, effective written communication presents ideas in a manner that lends itself to analysis by critical thinking. Nonfiction books are especially useful for cultivating crystalline intelligence.

Though the strategies are aimed at the individual, he discusses how some of them are adaptable to parenting and schools. Because Martinez in the early chapters suggests societal benefits to higher intelligence, it makes sense that his book would also include suggestions for policy and cultural adaptions.

If you’re interested in this book, you may also be interested in

Change Your Brain Change Your Body by Daniel G. Amen

Double Your Brain Power by Jean Marie Stine

The Genius in All of Us by David Shenk

How to Build an Android by David F. Dufty

Moonwalking with Einstein by Joshua Foer

No Excuses by Brian Tracy

One Small Step Can Change Your Life by Robert Maurer

Your Intelligence Makeover by Edward F. Droge, Jr.

Martinez, Martin E. Future Bright: A Transforming Vision of Human Intelligence. New York: Oxford University Press, 2013.

The First 20 Hours by Josh Kaufman

A lot has been written over the last few years about expertise, often referring to a 10,000-hour rule. Research indicates that the people who exhibit the highest level of expertise, even possibly being a genius, have in their life put in 10,000 hours or more of deliberate practice.

Your response to that bit of knowledge might be like mine: “I’d don’t have 10,000 hours to put into learning something new.” What if you don’t need to be an expert; you just need to be proficient. Maybe you want to learn something for your personal edification, and you do not aspire to be great, but simply to be good enough.

According to Josh Kaufman, gaining a basic proficiency in a new skill is within reach. With an orderly approach, it can be achieved in as little as 20 hours. Kaufman event entitled his book on the subject The First 20 Hours.

Unlike other books on learning I’ve read, Kaufman focuses more on skill than knowledge, more on being able to do something than knowing about something. Acquiring knowledge is important to learning a new skill, and he acknowledges this by making research a part of his program, but he still emphasizes using as much of the 20 hours as you can on deliberate practice.

Kaufman lays out a strategy for rapid skill acquisition. If compressed to a list, it wouldn’t cover the length of a page. Part of what he does is break down his method into parts that are easy, at least conceptually. That is one of the methods: breaking a skill into sub-skills that can be more easily learned and practiced. In this way, his method is simple.

If simple were easy, more things would be simple.  Kaufman’s methods may reduce gaining proficiency in a skill to 20 hours, but they are 20 hours of focused work to which you must commit yourself. You can give yourself some early wins that will make it easier to overcome the discouragement that comes when you become frustrated by difficulties, but The First 20 Hours holds no strategies for overcoming laziness or disinterest.

If Kaufman only described his method, his book would be quite short. He illustrates the methods by showing how he used them to rapidly acquire six different skills. In addition to reiterating the steps to rapid skill acquisition, he demonstrates the variety of skills one can learn. They range from knowledge-intensive, technical skills (programming) to physical skills (yoga), and much in between (playing an instrument).

The skills that interested Kaufman were not skills that were of much interest to me. Even so, it prompted me to think of skill I would like to acquire and how I might apply his strategies to the task.

Kaufman also hints that his method could be used by a proficient person to improve his skill, taking a step closer to expertise. The strategies are aimed at engaging you in deliberate practice. Deliberate practice is the heart of both acquiring and improving a skill.

If you’re interested in this book, you may also be interested in

The Checklist Manifesto by Atul Gawande

The Genius in All of Us by David Shenk

Future Bright by Martin E. Martinez

Moonwalking with Einstein by Joshua Foer

One Small Step Can Change Your Life by Robert Maurer

The Peter Principle by Laurence J. Peter & Raymond Hull

Your Intelligence Makeover by Edward F. Droge, Jr.

Kaufman, Josh. The First 20 Hours: How to Learn Anything…Fast.  New York: Portfolio/Penguin, 2013.

Late Bloomers by Rich Karlgaard

The heroes of our age are young. Mark Zuckerberg, the man who made millions on Facebook while still in his 20s, is a notable example. Though Bill Gates, Steve Wozniak and Tiger Woods are no longer youngsters, they achieved fame and wealth early in life and that is at least one reason why they remain famous. Forbes publisher Rich Karlgaard is concerned that our focus on early achievement is depriving our society of the untapped potential of many—probably most of us—who develop at a slower rate. He discusses his concerns, and what we can do about it, in Late Bloomers.

 An industry has developed around seeking early achievement. You have to do well in school and get great SAT scores to get into elite colleges. You have to go to elite colleges to get jobs with the best companies. You have to work for the best companies to get ahead in life. If you have the right stuff, you can skip some of these steps and create your own successful business in your 20s.

 Except it’s not really so. Becoming equipped to succeed on this narrow path, which depends on early achievement, does not necessarily prepare one to have sustained success or achievement in any other area of life.

 In addition, most of us don’t have the mental equipment to make wise choices and stick to them while where young. The brain doesn’t fully mature until we’re in our mid-20s. Though the brain starts to slow down after that, certain types of intelligence—based on knowledge—continue to increase into our 40s and can be sustained well into old age. This late-developing intelligence can more than make up for the slower processing speeds of older brains.

 Kalgaard shares the stories of some late bloomers. Martha Stewart started her catering business at age 35, and published her first book at age 41. Toni Morrison published her first book, The Bluest Eye, when she was 39. More up my ally, Raymond Chandler was 51 when The Big Sleep, his first book, was published. Karlgaard pulls examples from the arts, business, sports and other fields.

 Karlgaard describes himself as a late bloomer. He didn’t do well and struggled in dead-end jobs until he was 25, when his brain finally matured enough for things to start clicking. This was when he was able to get a job that most of us would consider  ordinary, and he still had a ways to go before his career took off.

 Late bloomers have several skill, some hard-won, that help them succeed in their own time. They retain curiosity; they do not specialize to early and they do no avoid failure they way early achievers often do. The have compassion for other and themselves; they’ve had to overcome failure. They are resilient; they have developed perspective and support networks. The have learned to stay calm. The have insight gained from varied experience. The have wisdom, the elusive quality that arises from a maturing brain and a wealth of experience. The have learned when to doubt themselves and when to trust themselves. They know when to stick and when to quit. They are patient.

 As a society, we need to recognize that early achievement is not the norm. People develop at different rates and may peak in different ways at different ages. If we want to enjoy the full potential of people, we have to value the contributions of late bloomers.  We also have to open pathways for them through life-long learning and late-career pathways that force people out just because there is no more ways for them to move up the corporate ladder.

 If you’re interested in this book, you may also be interested in

The First 20 Hours by Josh Kaufman

Future Bright by Martin E. Martinez

The Genius in All of Us by David Shenk

Learn Better by Ulrich Boser

Mindset by Carol S. Dweck

Moonwalking with Einstein by Joshua Foer

The Organized Mind by Daniel J. Levitin

Outliers by Malcolm Gladwell

The Power of Habit by Charles Duhigg

Quiet by Susan Cain

Self-Love by Robert H. Schuller

Your Intelligence Makeover by Edward F. Droge, Jr.

 Karlgaard, Rich. Late Bloomers: The Power of Patience in a World Obsessed with Early Achievement. New York: Currency, 2019.

A Mind for Numbers by Barbara A. Oakley

I was bad at math. Possibly I still am. I missed a lot of recess in third grade as I struggled with multiplication tables. I had to take Calculus II twice in college.

This isn’t an inherent quality of mine. My struggles with math stemmed from lack of effort, poor study habits and inadequate preparation leading to falling farther and farther behind. (Incidentally, I managed to earn and engineering degree in spite of myself.) These are things that can be overcome by learning skill and developing good habits.

In A Mind for Number, Barbara Oakley describes the learning skills and habits needed to master math and science. Actually, you could use the advice in this book to improve you’re learning in any field. I started a new job a couple of months ago and I’m using some of the techniques to get up to speed as fast as I can and develop a deeper understanding of the industry I’m working in.

People tend to associate math and science with focused thinking. It is necessary to focus, especially when you are taking in new material. However, it is also very important to take breaks to allow for diffuse thinking, something like daydreaming, so the brain can stumble upon connections between thoughts, ideas and memories that are not obvious, or even available, when you are focused. This diffuse thinking helps one to gain a broader understanding of a subject that makes acquiring new information easier when you return to focused thought.

That broader understanding is important. Math and science is more than a great pile of facts. There are concepts that link these facts, and understanding these concepts helps you to understand and remember the facts. As Oakley points out, mastery of math and science is not only about knowing techniques for solving problems, is also about recognizing when to use a technique.

You brain can be your friend or enemy when it comes to learning. Oakley gives readers tips on how to get friendly with your brain. Struggling with a subject can be the result from leaning on our brains weaknesses. We can learn to apply our brains strengths to learning. Some of the things our brain is good at are remembering locations, remembering images (the wilder the better) and forming powerful habits.

Oakley doesn’t just talk about learning skills. Her book is structured in a way that demonstrates and encourages readers to use the techniques she describes.

I wish I had come across a book like this when I was much younger. Learning is a skill, and improving learning skills can help you improve in anything you want to learn.

If you’re interested in this book, you may also be interested in

Mindset by Carol S. Dweck

Moonwalking with Einstein by Joshua Foer

The Organized Mind by Daniel J. Levitin

The Power of Habit by Charles Duhigg

The Procrastination Equation by Piers Steel

Rapt by Winifred Gallagher

Succeed by Heidi Grant Halvorson

Oakley, Barbara. A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra). New York: TarcherPerigee, 2014.

Learn Better by Ulrich Boser

Learning is not easy. It takes effort. Too often, people squander their effort on ineffective activities. Ulrich Boser seeks to correct this by describing effective, research-based learning techniques in Learn Better.

Learning begins with value. You won’t put effort into learning something you don’t care about. When I was in third grade, I found very little value in memorizing how to spell words or recite multiplication tables. When my teacher tied my performance on multiplication tables to my attendance of recess, something I valued quite a bit, I found the will to exert myself.

“Motivation is the first step in acquiring any sort of skill,” Ulrich Boser, Learn Better

Once you’ve squared away the motivation, you can get on with the doing of learing. Learing is at heart doing. It is a mental activity, though it is often paired with, supported by, or supportive of physical activity. If you’re actually learning, you’re probably experience some struggle and feel like your pushing yourself a little, but not so much that you’re lost.

In a sense, Boser’s book is organized around different types of doing appropriate for different stages of learning. In the early stages of learning, you decide what you want to learn and plan you learning process. When you have a foundation, you can concentrate on improvement. As your skills improve, you can shift to deepening your knowledge and exploring more complex applications. The best experts add to this a strong sense of the patterns and connections. From beginning to end, learning requires humility, and the people who sustain and grow mastery over time evaluate their knowledge and reflect on what they are doing.

The book is full of ideas you can use. For instance, I created for myself a simple process of spaced-out learning to polish some skills I wanted to improve at work. When I started writing reviews and summaries of books, even before I started this blog, it was because I found I could remember the major points better if I summarized them in my own words, even if I did not return to my notes. I was using form of retrieval practice, which is one of several techniques Boser describes.

Though Boser draws on research, the book is intended for a broad audience. If you’re looking to improve your own learning or for ways your children or employees can get more out of their learning efforts, you’re likely to find something you can understand and use in Learn Better.

If you’re interested in this book, you may also be interested in

The Checklist Manifesto by Atul Gawande

The First 20 Hours by Josh Kaufman

The Genius in All of Us by David Shenk

How to Improve Your Memory by James D. Weinland

How to Talk About Books You Haven’t Read by Pierre Bayard

Idea Mapping by Jamie Nast

Mindset by Carol S. Dweck

Moonwalking with Einstein by Joshua Foer

The Organized Mind by Daniel J. Levitin

Six Easy Pieces by Richard Feynman

Your Intelligence Makeover by Edward F. Droge, Jr.

Boser, Ulrich. Learn Better: Mastering the Skills for Success in Life, Business, and School, or, How to Become an Expert in Just About Anything. New York: Rodale, 2017.

Double Your Brain Power by Jean Marie Stine

In Double Your Brain Power, Jean Marie Stine doesn’t tell you how to make your brain more powerful. She tells you how to get more out of the power your brain already has.

There are five major areas of brainpower covered by the book: learning, memory, reading, listening and thinking. Under each part, a few short chapters introduce specific techniques for improving performance.

I was particularly interested in the chapter on reading. I read a lot for pleasure and work. If I can get my work reading out of the way more quickly, I’ll be able to manage my other duties better. If I can read more books, I’ll be able to post more reviews on my blog. I’ve picked up some books on speed-reading and found the techniques to be so tedious that I never followed through on developing the skill. Stine doesn’t try to teach speed-reading. Her focus is on reading smarter, getting the information you need without reading every word, and remembering the important information. The techniques probably won’t help you get through Moby Dick in a day (though they might get you through it faster than if you didn’t use them), but they probably will help you plow through the paperwork, memos, and reports that come across your desk.

I also paid close attention to the chapter on memory. If you’ve read books on mnemonics, you’ll have seen some of the techniques Stine includes. The down side of mnemonics is it takes time and effort to be good as using the techniques. Fortunately, this is not the only, or even the primary, thing in the chapter.  There are effective, and easily mastered, methods for remembering better that Stine includes.

There are recurring themes that apply to many areas of brainpower. Be attentive. Relax because your brain works better when you relax. Believe you can do better and have a firm intention of improving. Focus and concentration improve all areas of brainpower. Make connections to the things you want to learn and remember, both to things you know and to your personal experiences. Use your feelings as well as you thoughts. Review important information.

Double Your Brain Power is almost a model how-to book. It focuses on specific areas one may want to improve and skills for making those improvements. Stine built some of the skills she teaches into the structure of the book, especially reviewing. The reviews are very brief, so the book does not seem repetitive. Illustrative stories are few, brief, and directly related to the skills discussed.

This structure lends itself to including a lot of information and to brevity. I find that to be a very good quality in a nonfiction book.

In addition, Stine follows the old adage about speaking or teaching: “Tell them what you are going to tell them, tell them, and tell them what you told them.” This is not as bad as it sounds. Stine does not linger on introductions and reviews. They serve their purpose of reinforcing the major points briefly.

Double Your Brain Power does not have a great deal of original concepts, and the author readily acknowledges when ideas or techniques are adapted from others sources. The advantage of this book is that it brings many useful skills together, gets to the point and describes them briefly.

If you’re interested in this book, you may also be interested in

The Genius in All of Us by David Shenk

Idea Mapping by Jamie Nast

Moonwalking with Einstein by Joshua Foer

The Relaxation Response by Herbert Benson with Miriam Z. Klipper

Your Intelligence Makeover by Edward F. Droge, Jr.

Stine, Jean Marie. Double Your Brain Power. 1997. New York: Barnes & Noble, 2000.

How to Improve Your Memory by James D. Weinland

James D. Weinland’s How to Improve Your Memory is, in my mind, primarily a book on study skills. Weinland’s interest is learning, and memory is an important part of that.

As I read the book, it seemed to me that learning successfully is built on four areas: intention, attention, repetition and organization. Weinland has tips related to all of these.

Intention to learn is easy to come by when you have an interest in a subject. If you’re not interested, you’ll need to find some other motivation. Think about why you’re studying a subject and the benefits you hope to achieve. Even if you’re a student and you “have to” take a class, think of the opportunities that might open up to you if you get a good grade.

Attention is very important to memory and learning. If you forget something, it is very likely you weren’t paying attention to begin with. Remove distractions from your environment and mind (this wasn’t an issue when this book was published in 1957, but put away your cell phone and put it out of your mind). Engage as many senses as you can.

Remember that attention isn’t an infinitely available commodity. Get the rest you need. Don’t burn yourself out by focusing too long on one subject or closely related subjects. Give your mind, especially the executive functions a break, by alternating unrelated subjects, switching back and forth from mental to physical activities and making a little time for rest and recreation.

Repetition is important to memory, but it doesn’t need to be boring. Allowing time between practice sessions can actually improve performance.

Organization can go a long way to making learning easier. Some of the most successful mnemonic techniques involve arranging and associating things we want to remember with things we already remember well, especially locations. For instance, pigeonholing involves creating a spacial arrangement, such as a grid, with things to be remembered in each space. Mind maps do something similar with a more free-form arrangement that also takes advantage of our ability to remember images and colors. Memory castles are sophisticated applications of this strategy. Understanding how things are divided into wholes and parts or groups can help you break down subjects into smaller, easier to remember, parts that are connected so that remembering on item helps you remember the others.

I tend to connect the use of meaningful association to the idea of organization. Meaningful association builds on what you already know. This could be building on or filling in your background on a subject, finding analogies to familiar or using acronyms and rhymes. A related practice is it to come up with an outrageous image that represents what you want to remember. We find it easy to remember images—the more unusual the image the easier it is to recall—so we can take advantage of that by associating what we want remember with a crazy image that reminds of it.

The book is dated, but I think the advice is applicable even if the science of memory has advance. In addition, the book has the advantage of being short.

If you’re interested in this book, you may also be interested in

Double Your Brain Power by Jean Marie Stine

Moonwalking with Einstein by Joshua Foer

The Organized Mind by Daniel J. Levitin

Rapt by Winifred Gallagher

Your Intelligence Makeover by Edward F. Droge, Jr.

Weinland, James D. How to Improve Your Memory. New York: Barnes & Noble, 1957.

The Organized Mind by Daniel J. Levitin

Modern life presents us with too much stuff and too much information to deal with. In The Organized Mind, psychologist Daniel J. Levitin explains how we can work with our mind, instead of against it, to handle information and make better decisions.

Attention is the critical resources for taking in information, making good decisions, and forming memories. The difficulty is that we only have so much attention to go around. Our attentional systems work to make us unconsciously ignore many of the signals that come our way; we would be overwhelmed if they did not. Our built in systems pay attention to change or to things that seem important. Our natural state is to have a wandering mind, broadly attentive to the environment, screening out the stable and safe, occasionally zooming in on something novel or critical.

We can also use the executive functions of our mind to focus attention where we want it. This can consume a lot of energy, but we can do it very effectively, sometimes focusing to the point where we lose track over everything else.

Both forms of attention have their strengths and limitations. In addition, it is costly to our attention bank to switch between modes or to switch focus from one subject to another. The load of information that we have to deal with can exhaust our attentional system, leading to inattention, poor memory, and bad decisions.

Levitin offers solutions to alleviate these problems and work with the strengths of our brains. The primary suggestion is to offload as much information as possible to the environment. The less we have to remember, and the fewer minor decisions we have to make, the better off we’ll be. Highly successful people use systems of habits, calendars, filing, labels, and standards to minimize the amount of information they have to carry in their memories. It is often not so important to know something as it is to be able to find it when you need it.

A related concept is to use categories and chunk up information. Our minds do this naturally. For instance, we typically don’t remember a telephone number as seven digits, but as two chunks of digits. We can apply a chunking strategy by breaking large jobs into doable tasks, or be grouping related tasks together. We can create scenes or stories in our mind (we do it anyway) to connect a string of events. Sleep seems to be important our natural chunking process, consolidating memories, connecting new information to old, and formulating new concepts.

Levitin presents many tools to organize information and things to make it easier on our brains. In my opinion, one of the most helpful tools is the fourfold table. This is a simple method to organize statistical information and assess the probabilities of certain outcomes. We have horrible intuition for understanding probabilities and assessing risks. Even people trained in statistics typically get probabilities wrong when they guess. The fourfold table, which Levitin describes in some detail with examples, allows one to break down the numbers and evaluate the most relevant probabilities.

The Organized Mind is not a how-to manual, though it has many strategies for organizing based on how the brain works. Levitin discusses the structure and function of parts of the brain, but is not excessively technical. A reader could skim these sections without too much loss. A reader could also focus on a particular aspect of organizing (business, time, and even social life) based on the way the book is organized, though the first few chapters have a lot of information that is background for the other sections.

If you’re interested in this book, you may also be interested in

The Age of Edison by Ernest Freeburg

Blink by Malcolm Gladwell

How to Get Control of Your Time and Your Life by Alan Lakein

Moonwalking with Einstein by Joshua Foer

The Procrastination Equation by Piers Steel

Rapt by Winifred Gallagher

The Thinking Life by P. M. Forni

Levitin, Daniel J. The Organized Mind: Thinking Straight in an Age of Information Overload. New York: Dutton, 2014.

Rapt by Winifred Gallagher

Our brains can’t process all the stimuli to which we are exposed.  It selects to be more strongly aware of some stimuli that seem important and to suppresses awareness of others. It is like a spotlight that illuminates every detail of an actor and the scenery immediately next to him, but leaves the rest of the stage in twilight or even completed darkness. This process is attention.

Our experience of life is what we pay attention to. This is the thesis of Winifred Gallagher’s book Rapt. We may not always be happy, be can nearly always be focused and choose to pay attention to what brings us peace, joy, and a sense of meaning in the moment.

We have two types of attention. Gallagher calls the first “bottom up” attention. This is the our instinctive attention to things in our environment that are novel, potentially dangerous, or a potential opportunity.

Top down attention is intentional focus on what we choose. Our intentional focus can be very powerful, drilling into our target while leaving us unaware of things that might otherwise seem obvious. Gallagher recounts a humorous experiment in which subjects were asked to watch for a certain activity on a video. The subjects completely missed a man in a gorilla suit dancing around in the video because their top down attention was so intensely trained on the task they were instructed to pursue.

In the same manner that attention raises or lowers awareness of physical stimuli, it adjusts awareness of our own thoughts and feelings. Bottom up attention tends to focus on the most and least pleasant feelings, our highs and lows. Our top down attention can focus on any thought of feeling we want.

In turn, our thoughts and feelings affect our attention. When we are negative, our focus narrows to take in just a little. Feeling bad make our problem seem like the only thing in the world. Positive thoughts and feeling expands our attention, allowing us to take in more information. It switches us to mental broadband that allows us to be aware of more of our world both inside and out.

Attention is important to every aspect of life. Relationships are inherently paying attention to others. Intimacy in relationships is built on building common, positive experiences from paying attention to the same thing and to each other. Success requires intense, long-term attention to our goals. Fulfillment arises from taking on just-manageable challenges that hold our attention. Creativity involves a calm mindfulness that does not so much capture an idea as allow it to unfold in our awareness. Motivation comes from sorting out the competing voices in our mind and listening to the ones that advocate for our goals.

Our attentional style is shaped both by our genes and our culture. A significant part of what and how we pay attention is learned. Because of this, we can learn new ways of attending and direct our focus in new directions. If we learn to pay attention to positive emotions and opportunities for positive action, we can change our experience of life to have more peace, joy, and fulfillment.

If you’re interested in this book, you may also be interested in

Change Your Brain Change Your Body by Daniel G. Amen

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Gallagher, Winifred. Rapt: Attention and the Focused Life. New York: Penguin, 2009.

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