Too generalized a question in using method 4 defeats its use and can restimulate a person badly.

Too generalized a question in using method 4 defeats its use and can restimulate a person badly.

Example: „Is there anything in college you didn’t understand?” That of course is just plain ridiculous as a question. „Have you ever heard anything you didn’t understand?” would be similarly silly.

Example: „Is there anything in college you didn’t understand?” That of course is just plain ridiculous as a question. „Have you ever heard anything you didn’t understand?” would be similarly silly.

When doing method 4 you have to break down the materials (put them into small separate units) in order to ask questions.

When doing method 4 you have to break down the materials (put them into small separate units) in order to ask questions.

Example: We have papers 1 & 2, both on the same subject. The wrong question for method 4 would be „Is there anything in papers 1 & 2 you didn’t understand?” and not even give him the papers to see! The right way to do it would be to take paper 1 and break it down into its obvious sections, give the person paper 1 and let him look at it. Point to its 1st section and say, „Is there anything you didn’t understand in this section?” while watching the meter. Then point to next section, do the same. Finish paper 1. Then go to paper 2 and do it the same.

Example: We have papers 1 & 2, both on the same subject. The wrong question for method 4 would be „Is there anything in papers 1 & 2 you didn’t understand?” and not even give him the papers to see! The right way to do it would be to take paper 1 and break it down into its obvious sections, give the person paper 1 and let him look at it. Point to its 1st section and say, „Is there anything you didn’t understand in this section?” while watching the meter. Then point to next section, do the same. Finish paper 1. Then go to paper 2 and do it the same.

A person has to know what he’s being asked about and has to be thinking of it when asked the question.

A person has to know what he’s being asked about and has to be thinking of it when asked the question.

Just as it would be ridiculous to ask, „Have you ever misunderstood anything you ever read?”, it would be silly to ask, „Did you ever have a misunderstood on tape?”

Just as it would be ridiculous to ask, „Have you ever misunderstood anything you ever read?”, it would be silly to ask, „Did you ever have a misunderstood on tape?”

The right way is to take the tape and put it on a machine and play a bit of it. And ask, „Is there anything in the first section of this tape you didn’t understand?” while watching the meter. Then high speed the tape forward to another area and do the same. Thus the tape is covered.

The right way is to take the tape and put it on a machine and play a bit of it. And ask, „Is there anything in the first section of this tape you didn’t understand?” while watching the meter. Then high speed the tape forward to another area and do the same. Thus the tape is covered.

This can also be done from any tape notes, section by section.

This can also be done from any tape notes, section by section.

Books are done chapter by chapter.

Books are done chapter by chapter.

Method 4 is defeated utterly by:

Method 4 is defeated utterly by:

1. Bad metering,

1. Bad metering,

2. Too general a question,

2. Too general a question,

3. Not having the material to hand,

3. Not having the material to hand,

4. Not getting the person’s attention on parts of the material,

4. Not getting the person’s attention on parts of the material,

5. Not taking each word found to F/N.

5. Not taking each word found to F/N.

Quickie M4 misses. It sets the person up for a loss in his studying. And we want him to actually succeed in his study, don’t we?

Quickie M4 misses. It sets the person up for a loss in his studying. And we want him to actually succeed in his study, don’t we?