Latest / Why We Do What We Do / Nostalgia: Speed Reading

Transcript

Nostalgia: Speed Reading · Why We Do What We Do

• 0:03
  Speaker 1: You're listening to Why we do what we do. Welcome
• 0:15
  Speaker 1: to Why we do what we do. I am your
• 0:18
  Speaker 1: blitz reading host Abraham.
• 0:21
  Speaker 2: I'm your reading one thousand words per minute host Shane.
• 0:25
  Speaker 1: At least at least that many. We are a psychology podcast.
• 0:30
  Speaker 1: We talk about the things that humans and non human
• 0:33
  Speaker 1: animals do and even sometimes what they don't do. But
• 0:36
  Speaker 1: this is a nostalgia version type episode, which means that
• 0:41
  Speaker 1: we are going to replay an older episode and then
• 0:44
  Speaker 1: afterward we're going to provide some sort of updated, new information.
• 0:48
  Speaker 1: And that's a nostalgia We picked something that we recorded,
• 0:50
  Speaker 1: usually at least five years ago that we'd like to
• 0:53
  Speaker 1: return to, and then we add a little more at
• 0:55
  Speaker 1: the ends to sort of say, this is what else
• 0:57
  Speaker 1: we've learned since we recorded this.
• 0:59
  Speaker 2: Yeah, Yeah, And so today we're going to revisit speed reading,
• 1:02
  Speaker 2: which I feel like, I love, I love talking about
• 1:06
  Speaker 2: because I think we talked about an episode, but I
• 1:07
  Speaker 2: remember those ads in the nineties that were like those
• 1:10
  Speaker 2: call in for speed reading manuals and like classes that
• 1:13
  Speaker 2: you could subscribe to. It's so much fun. I love
• 1:16
  Speaker 2: thinking about nineties commercials.
• 1:18
  Speaker 1: Yeah, indeed, if you're joining us for the first time,
• 1:21
  Speaker 1: then welcome We hope that you enjoy what you hear
• 1:24
  Speaker 1: in this episode. And as I said, it's a little
• 1:25
  Speaker 1: bit different than our standard fair because we usually put
• 1:29
  Speaker 1: out totally fresh content every week, but every once in
• 1:31
  Speaker 1: a while we release these nostalgia episodes that are the
• 1:34
  Speaker 1: reruns and then with some updated content toward the end.
• 1:37
  Speaker 1: But if you're a turning person, then welcome back. You
• 1:39
  Speaker 1: probably have already listened to a Nostalage episode at some point,
• 1:43
  Speaker 1: and we hope that you continue to find joy and
• 1:45
  Speaker 1: the things that we're creating for you in this particular space.
• 1:49
  Speaker 1: And either way, this episode, this more updated version of it,
• 1:53
  Speaker 1: comes out on May twenty seventh, So happy sell a
• 1:56
  Speaker 1: Phane tape day.
• 1:58
  Speaker 2: Sure, it's also National Grape Popsicle Day. I feel like
• 2:02
  Speaker 2: grape is an underrated flavor. Yeah, I think there are
• 2:06
  Speaker 2: like grape.
• 2:07
  Speaker 1: No, it doesn't. Yeah, people seem not as fond of
• 2:10
  Speaker 1: that particular flavor, at least that I'm around very often.
• 2:13
  Speaker 1: I'm sure there's a whole contingent of grape candy enthusiasts.
• 2:17
  Speaker 1: But anyway, it is National gray Day, not Grape Day,
• 2:23
  Speaker 1: but gray Day.
• 2:24
  Speaker 2: Like my hair.
• 2:25
  Speaker 1: Yeah, like our hair.
• 2:27
  Speaker 2: Look at that. It is National Sunscreen Day, big.
• 2:31
  Speaker 1: Fan, Yes for you in particular, Yes, very good point.
• 2:39
  Speaker 1: It is nothing to fear day. Hmm.
• 2:44
  Speaker 2: Okay, it's Old time Player Piano Day. Those are fun.
• 2:48
  Speaker 1: Indeed, it is World Otter Day. Those are also.
• 2:51
  Speaker 2: Fun, adorable vicious creatures. Yes, there's a springs here that
• 2:56
  Speaker 2: like they have river otters that come and hang out,
• 2:57
  Speaker 2: and it's so cool because you can see you can
• 2:59
  Speaker 2: see river, and you could see manatees and then you
• 3:02
  Speaker 2: can see alligators all at the same time. It's great.
• 3:04
  Speaker 1: Yeah. And two of those three go Freddy Krueger on
• 3:07
  Speaker 1: whatever comes their way.
• 3:09
  Speaker 2: Yeah, yeah, yeah, yeah. The otter is one of them.
• 3:12
  Speaker 1: Yeah, the honor as well.
• 3:13
  Speaker 2: So it's also hairstylist. Mental Health Day, very important, very specific. Yes,
• 3:19
  Speaker 2: like great, it is id al Ada. I hope I
• 3:22
  Speaker 2: said that. Okay, yes, yes, yes, so celebrate, celebrate. It
• 3:27
  Speaker 2: is Older Americans Mental Health Week.
• 3:30
  Speaker 1: Nice. It is prepared Tomorrow's Parents Month. Sure.
• 3:34
  Speaker 2: It is the Script's National Spelling Bee. Did you ever
• 3:37
  Speaker 2: participate in a spelling bee?
• 3:39
  Speaker 1: I never did. No, No, I think I feel like
• 3:41
  Speaker 1: I actually do. Okay, I tend to be a pretty
• 3:43
  Speaker 1: good speller. I'm always gonna say this because it's I
• 3:46
  Speaker 1: think it's just worth it bears repeating that it's funny
• 3:50
  Speaker 1: to have a language that is so unintuitive that we
• 3:53
  Speaker 1: have competitions to see if we can figure out how
• 3:55
  Speaker 1: to decode it.
• 3:59
  Speaker 2: Yeah. I think my favorite thing about spelling Bees is
• 4:01
  Speaker 2: like that you have to understand the linguistic properties and
• 4:04
  Speaker 2: like the the ideology of the words, the like really ideology, yeah, edeology, ideology.
• 4:09
  Speaker 2: I don't know, it's there's too many words. There's over
• 4:11
  Speaker 2: a million words in our language. But I participated one
• 4:13
  Speaker 2: time and I failed out because I misspelled microscope.
• 4:17
  Speaker 1: Oh bummer.
• 4:18
  Speaker 2: I was thirty seven years old. I'm just kidding, no
• 4:23
  Speaker 2: that I was a kiddos.
• 4:26
  Speaker 1: Very funny. Yeah, it's maybe maybe I have to do
• 4:29
  Speaker 1: an episode on spelling Bees at some point. Yeah, we should. Yeah,
• 4:34
  Speaker 1: one of the only languages that does that, because like
• 4:38
  Speaker 1: the purpose of recorded languages so that you can read
• 4:40
  Speaker 1: it again, and we're like, nuh uh, the purpose is
• 4:43
  Speaker 1: to make it so you can't read it again. Our
• 4:46
  Speaker 1: language is a puzzle exactly. Everything is deeply encoded. It
• 4:53
  Speaker 1: is week of Solidarity with the peoples of non self
• 4:56
  Speaker 1: governing territories it's a mouthful, but we're with you. Yeah, yeah, absolutely, Well,
• 5:03
  Speaker 1: that amount of time spent on holidays makes it feel
• 5:05
  Speaker 1: like that's what we do here, but it's not actually
• 5:07
  Speaker 1: what we do. It's just a part of a thing.
• 5:08
  Speaker 1: It's the amuz boosh, it is the icing on top,
• 5:11
  Speaker 1: it is the welcome to the podcast. Here's some fun
• 5:14
  Speaker 1: trivia things that we do. But we're actually going to
• 5:17
  Speaker 1: get into this topic, and as I said, we'll follow
• 5:20
  Speaker 1: it up with some updated content. So let me just
• 5:22
  Speaker 1: give you a layout of things. And before I do that,
• 5:24
  Speaker 1: I'm going to say if you are already intrigued and
• 5:27
  Speaker 1: you're like, man, you guys hooked me already somehow, then
• 5:31
  Speaker 1: you can support us by leaving us a rating and review,
• 5:33
  Speaker 1: like subscribe, tell a friend, join us on Patreon. I
• 5:36
  Speaker 1: will talk more about those things at the end of
• 5:38
  Speaker 1: this discussion. But this, as I said, as a replay
• 5:42
  Speaker 1: of an older episode. So this episode originally published in
• 5:45
  Speaker 1: on August twenty fifth, twenty twenty one, and it is
• 5:49
  Speaker 1: we're going to play the entire thing and then we're
• 5:51
  Speaker 1: going to come back with some sort of just updated
• 5:53
  Speaker 1: stuff that we found to add to what we originally
• 5:57
  Speaker 1: had talked about in that discussion.
• 5:58
  Speaker 2: I love it. I'm so excited.
• 6:00
  Speaker 1: Cool, And I'll say before we jump into this, I
• 6:04
  Speaker 1: was a little worried when we did the original one
• 6:06
  Speaker 1: that I maybe hadn't adequately done enough research to make
• 6:10
  Speaker 1: sure I really covered our bases and perhaps so where
• 6:13
  Speaker 1: we landed on this, as you'll see in this discussion,
• 6:16
  Speaker 1: is pretty skeptical about what was really possible with speed reading,
• 6:22
  Speaker 1: and I kind of wondered if perhaps there was some
• 6:25
  Speaker 1: legitimacy two speed reading that I had overlooked in preparation
• 6:30
  Speaker 1: for that. My worries were unfounded, it turns out and
• 6:33
  Speaker 1: science has come to the rescue. So, as I said,
• 6:36
  Speaker 1: we'll play this original episode and then revisit with updated research.
• 6:41
  Speaker 1: Is there anything I'm missing or you'd like to add
• 6:42
  Speaker 1: before we jump into the episode.
• 6:45
  Speaker 2: No, let's see how quickly we can get through this.
• 6:47
  Speaker 1: All right, Very good? All right? Enjoy this older version
• 6:50
  Speaker 1: of past. Shane and Abraham on speed reading. Yeah, what
• 7:01
  Speaker 1: come to why we do this? Is your host? Abraham?
• 7:04
  Speaker 2: I already read that, so I'm your I'm here, I
• 7:07
  Speaker 2: have already read it. No, Shane, I.
• 7:09
  Speaker 1: Guess you're you're speedy, Hosy Abraham. I'm gonna say this
• 7:11
  Speaker 1: past second. Yeah, like that's good. I think that makes sense. Actually,
• 7:14
  Speaker 1: I will slow it down.
• 7:15
  Speaker 2: I'm the bury Allan of reading.
• 7:16
  Speaker 1: I will do it. That's right. Just a lightning strike
• 7:20
  Speaker 1: and c G. I sesame seed away now I will
• 7:22
  Speaker 1: I'll talk at normal speed for this. I mean for me,
• 7:26
  Speaker 1: this is this is absurdly slow, but this is this
• 7:29
  Speaker 1: is normal speed for people who want to listen to
• 7:32
  Speaker 1: me and understand what I say. M M. And if
• 7:34
  Speaker 1: you're here, I'm hoping that that's you. But this is
• 7:38
  Speaker 1: a psychology podcast. We like to talk about psychology things,
• 7:42
  Speaker 1: which mostly means we talk about things that humans do.
• 7:45
  Speaker 1: Turns out, yeah, like mostly yeah, yeah.
• 7:47
  Speaker 2: Sometimes we talk about what diseases do, and sometimes we
• 7:49
  Speaker 2: talk about what humans did. But today we're gonna talk
• 7:52
  Speaker 2: about something that humans do. And uh, I think you'll
• 7:55
  Speaker 2: be I think this will be fun because, you know,
• 7:58
  Speaker 2: if you're following up on the last episode, the last
• 8:00
  Speaker 2: episode talked about US music videos and how we are
• 8:04
  Speaker 2: you know, from this certain generation, and I feel like
• 8:06
  Speaker 2: this topic seems to have been something that we saw
• 8:10
  Speaker 2: a lot when we were kids.
• 8:12
  Speaker 1: Yeah, this is actually an episode on what humans don't
• 8:15
  Speaker 1: do it turns out.
• 8:16
  Speaker 2: Yes, Yes, it's yes spoiler alert Yes. Yeah, So we
• 8:19
  Speaker 2: are talking.
• 8:20
  Speaker 1: About speed reading, that's right, which is why I started
• 8:23
  Speaker 1: really fast In case that wasn't clear. Yes, he was
• 8:26
  Speaker 1: speed saying. I was speed saying. Yeah.
• 8:28
  Speaker 2: So in this episode, we're going to talk about speed
• 8:31
  Speaker 2: reading in particular. We're going to ask the questions of
• 8:33
  Speaker 2: how do you get to be the Sonic the Hedgehog
• 8:35
  Speaker 2: of reading. We're going to try to aim for that question.
• 8:37
  Speaker 2: We're also going to try to answer what is speed reading?
• 8:40
  Speaker 2: Does it actually work? And how many shape? How many
• 8:42
  Speaker 2: books does Shane.
• 8:42
  Speaker 1: Read in the year or how many Shanes do books
• 8:45
  Speaker 1: read in the year.
• 8:45
  Speaker 2: Yeah, it's a strange universe, my friends, it's a strange universe.
• 8:49
  Speaker 1: I think that's what you were trying to say.
• 8:51
  Speaker 2: That's what I was trying to say. Also, the answer
• 8:52
  Speaker 2: is about fifty.
• 8:53
  Speaker 1: Oh okay, great, Wait to which question?
• 8:59
  Speaker 2: Either one?
• 9:00
  Speaker 1: Okay? Yeah. So this one is interesting that it comes
• 9:07
  Speaker 1: up a lot and people talk about speed reading, and
• 9:09
  Speaker 1: I think they kind of take it for granted, you know,
• 9:11
  Speaker 1: the sort of just assume, oh, yeah, there are some
• 9:12
  Speaker 1: people that are speed readers out there, and I feel
• 9:15
  Speaker 1: like very few people are like, well, I want to
• 9:16
  Speaker 1: be a speed reader. I'm going to get good at this. Yeah,
• 9:19
  Speaker 1: it doesn't seem to happen all that much. Yeah, I
• 9:20
  Speaker 1: wonder why. Guess we'll find out.
• 9:22
  Speaker 2: I guess we'll find out. So let's talk about speed reading.
• 9:25
  Speaker 2: What is it? If you're not familiar with speed reading,
• 9:27
  Speaker 2: it's a process by which one can improve their ability
• 9:30
  Speaker 2: to read large bodies of work very quickly.
• 9:33
  Speaker 1: A lot of times what you'll.
• 9:34
  Speaker 2: See are videos of people who are speed reading, who
• 9:36
  Speaker 2: are flipping pages very rapidly, or like kind of like
• 9:39
  Speaker 2: scanning through a page of text very rapidly and then
• 9:43
  Speaker 2: moving on like it's kind of like it doesn't make
• 9:45
  Speaker 2: sense they're reading that fast. And that's usually kind of
• 9:47
  Speaker 2: like a hallmark characteristic of what this might look like.
• 9:50
  Speaker 1: Absolutely, and I suppose it probably could be. Any body
• 9:54
  Speaker 1: of work doesn't necessarily have to be large. You could, yeah,
• 9:57
  Speaker 1: you know, read a poem then millisecond. But an important element,
• 10:03
  Speaker 1: because honestly, anybody could open a book and just flip
• 10:06
  Speaker 1: through the pages and you'd be like, cool, I'm a
• 10:07
  Speaker 1: speed reader. But the important element, of course, that's key
• 10:12
  Speaker 1: is that when you're speed reading, you are reading quickly
• 10:15
  Speaker 1: without losing comprehension of the material that you're reading, so
• 10:19
  Speaker 1: that you do understand. Even as you're flipping through those
• 10:22
  Speaker 1: pages as quickly as you possibly can, you are understanding
• 10:25
  Speaker 1: everything that your eyes are seen.
• 10:27
  Speaker 2: Right, So what's the point of going fast if you
• 10:29
  Speaker 2: don't get anything out of it? Is essentially what this
• 10:33
  Speaker 2: the whole thing is like for speed reading, the kurr
• 10:35
  Speaker 2: has to be quick and you have to gain comprehension.
• 10:37
  Speaker 2: So like imagine reading Harry Potter and the Deathly Hollows
• 10:40
  Speaker 2: and like forty seven minutes, Like the entire book in
• 10:44
  Speaker 2: forty seven minutes.
• 10:44
  Speaker 1: I can imagine that. Yeah, and Jones, we get it.
• 10:47
  Speaker 2: You're a fan. You like Harry Potter. I totally understand.
• 10:50
  Speaker 2: So that's actually the current world record is like reading
• 10:53
  Speaker 2: that with comprehension is forty seven minutes.
• 10:55
  Speaker 1: That book specifically, Yeah.
• 10:57
  Speaker 2: That book specifically, Yes, Oh, I didn't know that.
• 10:58
  Speaker 1: That's wild.
• 11:00
  Speaker 2: I worked at Barnes and Noble when that book came out,
• 11:02
  Speaker 2: and it was a nightmare, I bet yeah. We had
• 11:04
  Speaker 2: palettes for weeks and people were not allowed to see
• 11:06
  Speaker 2: and we had to cover them up and people were like,
• 11:08
  Speaker 2: do you have to new Harry Potter. We're like, yes,
• 11:10
  Speaker 2: we do, and I would just leave them with that information.
• 11:14
  Speaker 1: Somewhere, some way, somehow.
• 11:16
  Speaker 2: I was a chaotic employee. Nobody likes to work with me.
• 11:18
  Speaker 1: I'm given to understand you're not still employed by Barnes
• 11:21
  Speaker 1: and Nobles. So I guess we know how that went.
• 11:23
  Speaker 2: Yeah, yes, yes, yes, yes, escorted out. My friends escorted out.
• 11:28
  Speaker 1: So speed reading typically includes some kind of training or practice,
• 11:32
  Speaker 1: as you might imagine, to try and increase the number
• 11:34
  Speaker 1: of words that one can read in a short amount
• 11:37
  Speaker 1: of time, usually one minute. That's sort of the benchmark
• 11:40
  Speaker 1: of how many words can you read in one minute?
• 11:42
  Speaker 2: Yeah, and the basis of this began with military training,
• 11:44
  Speaker 2: so this wasn't something that came as like a commercial use.
• 11:47
  Speaker 2: A lot of this training occurred where the United States
• 11:49
  Speaker 2: Air Force members were trained to gather a large amount
• 11:52
  Speaker 2: of information quickly using something called a tach is the
• 11:55
  Speaker 2: scope to kist the scope, okay, tech is the scope.
• 12:00
  Speaker 2: So essentially what this device is just so I'm going
• 12:03
  Speaker 2: to describe it, even though I can't say it. It's
• 12:05
  Speaker 2: a device to displaces images for a specified amount of
• 12:07
  Speaker 2: time and removes them very quickly. It was discovered that
• 12:10
  Speaker 2: experimenters could flash up to four words on a screen
• 12:13
  Speaker 2: at one five hundredth of a second and observers could
• 12:16
  Speaker 2: still understand it. So basically just a real quick flash
• 12:19
  Speaker 2: and gone, and people could see and understand what those
• 12:22
  Speaker 2: four words are, but only up to four words they
• 12:24
  Speaker 2: were able to get to.
• 12:25
  Speaker 1: I feel like you could just say them and have
• 12:28
  Speaker 1: a similar effect. Yeah. Yeah, So if you're only going
• 12:30
  Speaker 1: for wards, you don't have a lot of information to convey.
• 12:33
  Speaker 2: Yeah, you're not going to gather too much information and
• 12:35
  Speaker 2: forwards unless it's like one of those really scary stories
• 12:38
  Speaker 2: that people writing four words like oh yeah, those are cool,
• 12:41
  Speaker 2: and then he lived, You're like, oh god.
• 12:44
  Speaker 1: Those are interesting. I think it takes a lot of
• 12:46
  Speaker 1: creativity to be able to generate something that actually conveys
• 12:50
  Speaker 1: an emotion of fear with only like a sentence or less.
• 12:53
  Speaker 2: Yeah, so yeah, it's pretty impressive. I mean, Stephen King
• 12:55
  Speaker 2: does that nonstop's.
• 12:57
  Speaker 1: Yeah that's fair. You know, look at the book it
• 12:59
  Speaker 1: that's only four wards.
• 13:00
  Speaker 2: So it's only four words and so yeah, it's literally
• 13:03
  Speaker 2: two letters in the title.
• 13:05
  Speaker 1: Yeah, see Brevity, Men's Bread and Butter. Now you can
• 13:09
  Speaker 1: speed listen through this ad. The term speed reading was
• 13:20
  Speaker 1: originally coined in the late nineteen fifties, such as shake belts,
• 13:24
  Speaker 1: shrimp jello aspects.
• 13:26
  Speaker 2: Yeah, A lots of great things in the nineteen fifties.
• 13:28
  Speaker 1: Right, Yeah, recovering from a recent war. Things like that.
• 13:33
  Speaker 2: Yeah, soda fountains and I don't know, varsity jackets. The
• 13:37
  Speaker 2: fifties were a strange time.
• 13:39
  Speaker 1: Yeah, have you some poppersh up quartets or maybe a
• 13:41
  Speaker 1: thing at that time?
• 13:42
  Speaker 2: I feel like they were. I mean, I feel like
• 13:44
  Speaker 2: penny candy was a big deal.
• 13:45
  Speaker 1: Maybe that makes sense.
• 13:46
  Speaker 2: I don't know. I mean, the fifties were a strange time.
• 13:48
  Speaker 2: But the shrimp jello thing always bummed me out. Like
• 13:51
  Speaker 2: when you see like those old like magazines that have
• 13:54
  Speaker 2: like these recipes for like real bad foods that you're like,
• 13:57
  Speaker 2: why would anybody try that?
• 13:58
  Speaker 1: They put everything in jello at that time. Yeah, it's weird,
• 14:01
  Speaker 1: Like here's my shoe in jello. Yeah, Well, I don't,
• 14:04
  Speaker 1: I don't get it.
• 14:04
  Speaker 2: I don't. And I almost say, what the fascination with
• 14:06
  Speaker 2: jello is? It? Maybe space age food because that was
• 14:08
  Speaker 2: kind of a thing, like everybody was obsessed with a neutron.
• 14:10
  Speaker 1: And that maybe hey was this also the time of
• 14:13
  Speaker 1: poodle skirts was that the fifties.
• 14:15
  Speaker 2: I feel like that was okay, and greasers, greasers and
• 14:18
  Speaker 2: yashes right ago. The Outsiders were set in the fifties.
• 14:20
  Speaker 1: I feel like Greece was also set in the fifties. Hmm, yeah,
• 14:24
  Speaker 1: that's true. This is a really this is pre civil rights.
• 14:27
  Speaker 1: A lot of misogyny. Yeah, and shrimp jello. I mean,
• 14:31
  Speaker 1: I think I think that covers it.
• 14:32
  Speaker 2: I think that's the entirety of the fifties. And also
• 14:35
  Speaker 2: I think the Korean War happened in there too, right.
• 14:37
  Speaker 1: That could be. I think that was also the time
• 14:39
  Speaker 1: when you get roller skates and you had to like
• 14:41
  Speaker 1: have a separate key to unlock them. And that was
• 14:43
  Speaker 1: where the whole song came from. And so what song
• 14:47
  Speaker 1: I was like, I've got a brand new pair of
• 14:49
  Speaker 1: roller skates, You've got a brand new key. You know that?
• 14:53
  Speaker 2: All know that song? Oh, I've never heard that kind
• 14:54
  Speaker 2: of my life.
• 14:55
  Speaker 1: There's a whole thing where there was like there were
• 14:57
  Speaker 1: metal roller skates and this is a terrible thing. The
• 15:00
  Speaker 1: gates were made of metal, so you feel every single
• 15:04
  Speaker 1: bump in the road.
• 15:05
  Speaker 2: Oh, and they would like lock to your shoe.
• 15:06
  Speaker 1: Oh, maybe they were that maybe, right, those maybe were
• 15:09
  Speaker 1: the ones that clipped onto your shoe. Yeah, yeah, because
• 15:11
  Speaker 1: the prayer weren't built in yet, and yeah, really terrible
• 15:14
  Speaker 1: and kind of like very dangerous.
• 15:16
  Speaker 2: So anyway, yeah, that sounds like they could be weaponized.
• 15:19
  Speaker 2: We're in the nineteen fifties, a glorious time, a glorious time, right.
• 15:23
  Speaker 2: So at this time, a teacher named Evelyn Wood began
• 15:26
  Speaker 2: using the phrase speed reading after she became interested in
• 15:29
  Speaker 2: why people were faster readers than others. And so that
• 15:32
  Speaker 2: makes sense that you might see some reading discrepancies in
• 15:34
  Speaker 2: a classroom, right, You see some folks, some learners who
• 15:36
  Speaker 2: read faster than others, just by the nature of the
• 15:39
  Speaker 2: demographics of the group, right, Like you might just see,
• 15:41
  Speaker 2: like some kids just read faster than others.
• 15:43
  Speaker 1: But there had to be a reason, of course that.
• 15:45
  Speaker 1: And so she eventually, doing scare quotes here, discovered that
• 15:49
  Speaker 1: a sweeping motion of her hand helped her attend to
• 15:52
  Speaker 1: words on the page easier and move more smoothly across
• 15:55
  Speaker 1: the page. Basically, she's using her finger to track where
• 15:57
  Speaker 1: she's at, which is helpful. Yeah. This led her to
• 16:00
  Speaker 1: developing a speed reading program that swept the nation.
• 16:05
  Speaker 2: And for those of you who didn't see, Abraham used
• 16:07
  Speaker 2: the arm motion too. The van of white arm motion
• 16:10
  Speaker 2: swept the nation.
• 16:11
  Speaker 1: I love it, that's right.
• 16:12
  Speaker 2: You can see that on our Patreon. So this this
• 16:17
  Speaker 2: program was supported by JFK who actually received instruction on
• 16:20
  Speaker 2: how to speed read, and eventually courses were included in
• 16:23
  Speaker 2: college campuses until the late nineteen nineties. So this was
• 16:26
  Speaker 2: something that happened for forty years, fifty years, you know,
• 16:29
  Speaker 2: like really was around for some time and included in
• 16:33
  Speaker 2: a lot of different programs and endorsed.
• 16:34
  Speaker 1: By the President of the United States. Yep, this said
• 16:37
  Speaker 1: quite quite the campaign. Then they realized, like, these kids
• 16:40
  Speaker 1: are getting too smart. We got to hold them down.
• 16:42
  Speaker 1: We can't let him know the secret of speed reading.
• 16:45
  Speaker 1: Many of these speed reading programs claimed that someone could
• 16:49
  Speaker 1: read at speeds as astonishingly high as four hundred to
• 16:52
  Speaker 1: seventy seven hundred where it's permanent, so three hundred pages
• 16:56
  Speaker 1: of a book in about an hour. And as a no,
• 16:59
  Speaker 1: the average at can read about two hundred and fifty
• 17:02
  Speaker 1: words per minute, sort of at the upper level, and
• 17:04
  Speaker 1: a lot of people actually are down around one hundred
• 17:06
  Speaker 1: and fifty words per minute. Kind of depends on how
• 17:08
  Speaker 1: complicated the text that you're reading really is.
• 17:11
  Speaker 2: Yeah, and we're going to.
• 17:12
  Speaker 1: Talk about that. So Abraham, I've got a question for you.
• 17:15
  Speaker 1: Mm hmmm.
• 17:16
  Speaker 2: Would you like to know how to speed read?
• 17:18
  Speaker 1: Please? Okay? I mean the appeal seems immediate here, right,
• 17:22
  Speaker 1: and I think that we've spoken to this, the idea
• 17:25
  Speaker 1: that you could consume an amount of text and just
• 17:29
  Speaker 1: save yourself that much more time. It'd be like what
• 17:31
  Speaker 1: if I told you that you could drive to work
• 17:34
  Speaker 1: and get there in a quarter of the time that
• 17:36
  Speaker 1: would normally take you and you won't even get a
• 17:38
  Speaker 1: ticket or put yourself in danger. Everyone would be like, sweet,
• 17:41
  Speaker 1: let's do that thing. That's basically what speed reading is.
• 17:44
  Speaker 1: Is that kind of promise? So please teach me. Yeah.
• 17:48
  Speaker 2: So in order to understand how the methods of speed
• 17:51
  Speaker 2: reading work, we have to understand how reading works. So
• 17:53
  Speaker 2: reading in general includes three primary processes, whether you are
• 17:57
  Speaker 2: a slow or fast reader. And the first one is okay,
• 18:00
  Speaker 2: so you fixate where to focus on a word or
• 18:03
  Speaker 2: two right, So when you look at a page, the
• 18:05
  Speaker 2: reader will typically identify the word in a given moment.
• 18:08
  Speaker 2: So when you look at a page like right now,
• 18:10
  Speaker 2: I'm looking at my notes, I can identify specific words.
• 18:12
  Speaker 2: I'm fixating on certain words, and so that's the first
• 18:15
  Speaker 2: part of the process.
• 18:16
  Speaker 1: Fixating on fixating hmm. Second step on here is the
• 18:19
  Speaker 1: cicade or cicada. I believe it's pronounce cicade if mostly
• 18:22
  Speaker 1: here it that way. Yeah, So this is once you
• 18:24
  Speaker 1: focus on the single word, then you move on to
• 18:26
  Speaker 1: the next. This is basically the motion of your eyes.
• 18:28
  Speaker 1: Your eyes are sort of darting from one to the next.
• 18:31
  Speaker 2: Yeah, and depending on where you're at, you go from
• 18:32
  Speaker 2: the left to right, right the left, or up, from down,
• 18:34
  Speaker 2: down to up, whatever it is however you prefer to read.
• 18:36
  Speaker 1: Yep.
• 18:37
  Speaker 2: The final part is processed, right. So at the end
• 18:39
  Speaker 2: of this you process, which is the kind of compare
• 18:42
  Speaker 2: to comprehension. You end up developing an idea. You kind
• 18:45
  Speaker 2: of get the idea from the words that have chunked together.
• 18:48
  Speaker 2: You get the idea from the words or the sentence
• 18:49
  Speaker 2: that you've moved through. Once you fixate and you cicade
• 18:52
  Speaker 2: and you move through it, then you process what you've
• 18:54
  Speaker 2: just read.
• 18:55
  Speaker 1: So to be clear for everyone, we're not describing the
• 18:58
  Speaker 1: process of speed reading. Just here at right now, we're
• 19:01
  Speaker 1: just talking about what happens when you're just reading. Okay,
• 19:04
  Speaker 1: Now we also do something that is chunking. Okay, so
• 19:08
  Speaker 1: the three steps that we just covered for regular reading
• 19:11
  Speaker 1: fixate cicade process, and then we're going to add three
• 19:15
  Speaker 1: more steps because we like threes. Rules of threes, the
• 19:19
  Speaker 1: rule of threes. I guess the steps of speed reading
• 19:21
  Speaker 1: are chunking, skimming, and scanning.
• 19:24
  Speaker 2: So chunking, essentially is the is identifying interpreting the idea
• 19:27
  Speaker 2: of a group of words. And essentially what happens is
• 19:30
  Speaker 2: the letters and the individual words do not carry the
• 19:33
  Speaker 2: ideas that lead the comprehension. So what you do is
• 19:36
  Speaker 2: you end up gathering all those words. You create a
• 19:39
  Speaker 2: grouping of words that produce the idea. So if you
• 19:42
  Speaker 2: can learn to chunk, you can learn to read those
• 19:45
  Speaker 2: groups of words more quickly.
• 19:46
  Speaker 1: And that makes a certain amount of sense, right Like
• 19:48
  Speaker 1: you can if you really think about it, you glance
• 19:51
  Speaker 1: out a word, you can tell what that word is
• 19:52
  Speaker 1: pretty much instantly. Yeah, and if you've ever taken there's
• 19:55
  Speaker 1: this reading test. I should have looked this up, but
• 19:58
  Speaker 1: there's this passage that it's sort of a visual trick
• 20:01
  Speaker 1: where a bunch of the words are flipped around, misspelled,
• 20:04
  Speaker 1: or have perfect typos in them. And you can read
• 20:07
  Speaker 1: a paragraph with all of these typos with perfect comprehension
• 20:11
  Speaker 1: without even noticing most of the typos. And it's because
• 20:14
  Speaker 1: we tend to look at the beginning and end of
• 20:16
  Speaker 1: a word, and we also get from context what a
• 20:18
  Speaker 1: word is supposed to be, and so we can sort
• 20:20
  Speaker 1: of do that chunking thing. It's also related to the
• 20:23
  Speaker 1: skimming thing. And this idea of skimming is more or
• 20:26
  Speaker 1: less what it sounds like. You're just skimming right off
• 20:28
  Speaker 1: the top. This is rapidly moving through large groups of
• 20:31
  Speaker 1: words and identifying key terms and repetitive phrases, so you
• 20:35
  Speaker 1: are able to sort of, you know, just pick out
• 20:37
  Speaker 1: the necessary information rather than focus on every word. So
• 20:41
  Speaker 1: and actually the goal here is to not read every word,
• 20:43
  Speaker 1: only the important words, the words that are actually going
• 20:46
  Speaker 1: to move the ideas. Here you can skip those conjunctions,
• 20:50
  Speaker 1: the ans, butts, ors because they really aren't necessary to
• 20:53
  Speaker 1: convey in the overall idea, and by pinpointing and reviewing
• 20:57
  Speaker 1: the current language and the passages, one can quickly comprehend
• 21:00
  Speaker 1: the idea instead. So here at why we do what
• 21:03
  Speaker 1: we do. We care about boolean operators. Skimming is an
• 21:06
  Speaker 1: affront to literacy and really importantly, like I would very
• 21:11
  Speaker 1: much disagree with those being unnecessary to convey in the
• 21:13
  Speaker 1: idea because and and or carry very different weights. Yes,
• 21:18
  Speaker 1: they mean different things, and all of these conjunctions, they
• 21:22
  Speaker 1: convey a very specific piece of information that is critical
• 21:25
  Speaker 1: to understanding what's being said.
• 21:27
  Speaker 2: Yes, so we care about your and ors and butts.
• 21:31
  Speaker 1: That's right.
• 21:32
  Speaker 2: So let's talk about scanning for a second. So we've
• 21:35
  Speaker 2: got chunking, we've got skimming, but scanning is a little
• 21:37
  Speaker 2: bit different. So it's essentially the same thing as skimming,
• 21:40
  Speaker 2: but it focuses more on moving through and picking them
• 21:42
  Speaker 2: up as you go, like picking up the words or
• 21:44
  Speaker 2: the ideas as you go, rather than trying to identify
• 21:47
  Speaker 2: those important words. So basically what you're doing with scanning
• 21:50
  Speaker 2: is you are just moving through, but you're hoping to
• 21:52
  Speaker 2: collect kind of the idea or the recurring words as
• 21:56
  Speaker 2: you go through. You know, Skimming is where you're intentionally
• 21:59
  Speaker 2: looking for RepA to verbage. We're scanning is this kind
• 22:02
  Speaker 2: of like picking up verbal debris as you move through
• 22:05
  Speaker 2: a passage, And that's really what the difference is between
• 22:08
  Speaker 2: those two.
• 22:08
  Speaker 1: Which seems a little bit abstract and arbitrary, but they've
• 22:12
  Speaker 1: decided it's a thing. So here we are yep, yep.
• 22:15
  Speaker 2: With all that, then now we come to this is
• 22:17
  Speaker 2: I mean, these are literally the only processes that are
• 22:18
  Speaker 2: taught in this with speed reading. What ends up happening
• 22:21
  Speaker 2: is you learn how to do these things and you
• 22:25
  Speaker 2: just do them faster and faster and faster as you go, right,
• 22:28
  Speaker 2: And so that's kind of what speed reading is. It's
• 22:30
  Speaker 2: those are the processes by which you can engage with
• 22:33
  Speaker 2: a text. You just do them.
• 22:35
  Speaker 1: Faster and so therefore can you can accomplish a lot
• 22:40
  Speaker 1: more and a lot less time and understand again with
• 22:43
  Speaker 1: high comprehension what you're reading. And I mean, this is
• 22:48
  Speaker 1: one of those great things because it's very clearly testable.
• 22:51
  Speaker 1: We can turn to science and look at and see, Okay,
• 22:54
  Speaker 1: let's break out the things that work, what doesn't work.
• 22:56
  Speaker 1: What is the evidence really suggest when we do well
• 22:59
  Speaker 1: controlled study. So what the science basically says is there
• 23:02
  Speaker 1: is little support to suggest that speed reading as defined
• 23:06
  Speaker 1: is something that even exists. So yeah, awkward. Yeah, The
• 23:12
  Speaker 1: main body of research suggests that the fast you read
• 23:14
  Speaker 1: the less accurate comprehension and recalled become which makes logical sense.
• 23:18
  Speaker 1: We'll dig in some actual research, but yeah, there's there's
• 23:21
  Speaker 1: sort of a sweet point. If you're reading really really slow,
• 23:24
  Speaker 1: comprehension is difficult because you are forgetting what ideas you've
• 23:28
  Speaker 1: already read by the time you get to the next ones.
• 23:30
  Speaker 1: And so it's that there is sort of a sweet
• 23:33
  Speaker 1: spot of how fast you need to read. And for
• 23:35
  Speaker 1: most adults or a fluent readers, anywhere from like one
• 23:38
  Speaker 1: hundred and fifty to two hundred and fifty is a
• 23:40
  Speaker 1: perfectly reasonable range to be at words permanent specifically, yeah,
• 23:44
  Speaker 1: range to be at where you're going to have good comprehension.
• 23:46
  Speaker 1: But you start not only getting diminishing returns past around
• 23:50
  Speaker 1: like two hundred and fifty ish, but you also start
• 23:52
  Speaker 1: to lose comprehension when you start pushing reading speeds beyond that. Yeah.
• 23:57
  Speaker 2: Absolutely, Okay, I just finished a book. I'm going to
• 24:00
  Speaker 2: take a break, listen to this ad and so let's,
• 24:11
  Speaker 2: like you said, let's go ahead and get into the
• 24:13
  Speaker 2: research and talk about that, because there's, like you know,
• 24:15
  Speaker 2: when you're reading too slow, you're not going to comprehend it.
• 24:16
  Speaker 2: When you're reading too fast, you're not going to comprehend it.
• 24:18
  Speaker 2: So what is that, what is that middle ground or
• 24:20
  Speaker 2: what does all this look like? So mcauster in twenty
• 24:22
  Speaker 2: ten found that in a preliminary investigation, speed reading courses
• 24:26
  Speaker 2: do have an impact on reading rates. So there is
• 24:29
  Speaker 2: some kind of impact on how quickly somebody can read,
• 24:33
  Speaker 2: specifically of individuals that that were the participants, and show
• 24:37
  Speaker 2: no decrease in comprehension. But they also cite in that
• 24:40
  Speaker 2: study that they need more evidence. So here we are.
• 24:44
  Speaker 2: They're not really sure what happened or why that happened,
• 24:46
  Speaker 2: but they showed that the rate was able to increase
• 24:49
  Speaker 2: with no decrease in comprehension.
• 24:51
  Speaker 1: I'm curious to know what those baseline rates were. Yeah,
• 24:53
  Speaker 1: and it sounds like they probably weren't going up to
• 24:55
  Speaker 1: that seven hundred words per minute, but they did augment
• 24:57
  Speaker 1: a little where their reading speed was.
• 24:59
  Speaker 2: That's pretty much what it said.
• 25:00
  Speaker 1: Yeah, okay, perfect, Yeah, so like you went from one
• 25:03
  Speaker 1: hundred to one hundred and twenty, like that is an
• 25:05
  Speaker 1: increase in your reading speed. Cool, yeah, not seven hundred,
• 25:08
  Speaker 1: but you know it increases in increasing.
• 25:10
  Speaker 2: Yeah, I mean Ultimately, what you're talking about is practice, right.
• 25:14
  Speaker 1: Yes, that is exactly and it's like, yeah, you practice
• 25:18
  Speaker 1: doing anything, you get better at it. Amazing, shocking. Yeah.
• 25:21
  Speaker 1: In twenty twelve focused on reading fluency in relation to
• 25:24
  Speaker 1: speed reading generalization to other texts outside of the speed
• 25:28
  Speaker 1: reading courses. So essentially looking at okay, let's see if
• 25:32
  Speaker 1: you do build the speed reading, do you speed read
• 25:34
  Speaker 1: anything that you see? And this study found that students
• 25:38
  Speaker 1: were able to transfer the increases in reading and maintain
• 25:41
  Speaker 1: comprehension across other types of texts.
• 25:43
  Speaker 2: So, so far it sounds like speed reading programs can
• 25:47
  Speaker 2: help you speed read.
• 25:48
  Speaker 1: So far, so good, So far, so good.
• 25:50
  Speaker 2: But the key here is we're talking about improvements in reading,
• 25:54
  Speaker 2: not the acquisition of actual speed reading. True, and I
• 25:58
  Speaker 2: think that's I want to make sure that that's very clear.
• 26:00
  Speaker 2: We're talking about good point reading getting better. We're not
• 26:02
  Speaker 2: talking about somebody actively speed reading. Okay, yes, now Rainer
• 26:07
  Speaker 2: at all in twenty sixteen discusses major factors that contribute
• 26:10
  Speaker 2: to the potential for increased reading rates, including things like
• 26:13
  Speaker 2: eye movement, word recognition, writing systems, and presentations types of texts.
• 26:18
  Speaker 2: All these other factors can influence reading rates regardless of
• 26:22
  Speaker 2: speed reading training. So where these other studies didn't account
• 26:25
  Speaker 2: for these different types of presentations, they didn't account for
• 26:28
  Speaker 2: these types of maybe other factors that go along with this.
• 26:31
  Speaker 1: What we're finding is.
• 26:32
  Speaker 2: That specifically, there could be any number of things that
• 26:34
  Speaker 2: influence reading rates that are beyond the actual speed reading program.
• 26:38
  Speaker 2: So ultimately that study found that the claims made are
• 26:41
  Speaker 2: often overstated. So maybe people are making gains, but they're
• 26:45
  Speaker 2: not hitting seven hundred and fifty words a minute, they're
• 26:47
  Speaker 2: not reading three hundred pages in an hour.
• 26:50
  Speaker 1: You know.
• 26:50
  Speaker 2: What they're finding is that there are improvements, slight improvements,
• 26:53
  Speaker 2: but not to the degree that they're being marketed.
• 26:55
  Speaker 1: So including the variables you just mentioned of, including the
• 26:58
  Speaker 1: word recognition, presentation, the type of text, probably word size,
• 27:03
  Speaker 1: font choice, all of that has something to do with it.
• 27:06
  Speaker 1: And on top of that, we have people who are
• 27:08
  Speaker 1: practicing a lot of reading in these studies. Yeah. Now,
• 27:11
  Speaker 1: McNamara in two thousand tested speed readers versus normal readers
• 27:15
  Speaker 1: for comprehension and after reading a work, both groups were
• 27:18
  Speaker 1: given a comprehension test and normal readers scored actually much
• 27:22
  Speaker 1: better on that comprehension with speed readers scoring quote extremely
• 27:27
  Speaker 1: low and only slightly above chance levels of performance end quote,
• 27:31
  Speaker 1: indicating that maybe they were reading faster, but their comprehension
• 27:34
  Speaker 1: was not there.
• 27:35
  Speaker 2: So what you're finding now is that, hey, I can
• 27:38
  Speaker 2: go through I can flip through an entire book. I
• 27:40
  Speaker 2: can do that pretty quickly, but I'm not going to
• 27:42
  Speaker 2: gain any comprehension out of it, or at least not
• 27:44
  Speaker 2: enough to be able to say that I understand what
• 27:46
  Speaker 2: this text is saying.
• 27:47
  Speaker 1: Now.
• 27:48
  Speaker 2: As a note, educational bodies state that fifty percent comprehension
• 27:51
  Speaker 2: is the bare minimum for acceptable comprehension in educational settings.
• 27:55
  Speaker 2: That's the lowest bar. So keep this in mind, right,
• 27:58
  Speaker 2: the lowest bar is fifty percent of Like what that
• 28:00
  Speaker 2: text is, did you understand or did when you take
• 28:02
  Speaker 2: that comprehension test? What does that look like? Now we've
• 28:05
  Speaker 2: got some questions about, like you know, how to measure
• 28:08
  Speaker 2: that and what that looks like, But at the end
• 28:09
  Speaker 2: of the day, that's that's the Like most educational bodies
• 28:12
  Speaker 2: will I cite fifty percent as the comprehension level.
• 28:15
  Speaker 1: That seems extremely low to me. Yeah, but okay, so, like.
• 28:18
  Speaker 2: If I understand half of Harry Potter. Then I know
• 28:20
  Speaker 2: that the guy with the nod knows is a bad guy,
• 28:22
  Speaker 2: but I don't know anything about Gandalf.
• 28:24
  Speaker 1: Sure.
• 28:28
  Speaker 2: Oh, I'm so sorry, Harry Potter fans. I feel like
• 28:30
  Speaker 2: I'm just gonna upset so many people.
• 28:32
  Speaker 1: Just now, Yeah, there's going to me. We're going to
• 28:35
  Speaker 1: get some angry letters. Nobody sends letters. We're gonna get
• 28:38
  Speaker 1: some angry messages. Yeah you need Feel free to send
• 28:40
  Speaker 1: us to the letter. I don't know where it's going,
• 28:42
  Speaker 1: but go for it. The majority of studies find essentially
• 28:46
  Speaker 1: the same thing. However, so ultimately, while speed can increase,
• 28:50
  Speaker 1: comprehension and accuracy diminish at faster rates. As we mentioned before,
• 28:54
  Speaker 1: and it has been found that highly capable readers are
• 28:57
  Speaker 1: able to read about two hundred to three hundred words
• 29:00
  Speaker 1: permanent while maintaining comprehension of the material read. I myself
• 29:04
  Speaker 1: am a pretty fast reader. I've read up to three
• 29:07
  Speaker 1: hundred and fifty words permittent when you have like low
• 29:09
  Speaker 1: level texts, and those are very easy for me to
• 29:12
  Speaker 1: follow along and understand. There is a rate at which
• 29:15
  Speaker 1: my eyes are capable of like looking at a page,
• 29:19
  Speaker 1: and at which I am capable of decoding those words
• 29:22
  Speaker 1: that I think has a limit, a natural limit imposed
• 29:26
  Speaker 1: on me by biology and physics. Yeah, so you know,
• 29:30
  Speaker 1: at a certain point, I think, going beyond three hundred
• 29:32
  Speaker 1: and fifty words and even that, like I was pushing myself,
• 29:35
  Speaker 1: it was very easy text, Like I had a problem
• 29:38
  Speaker 1: understanding it. But there is a point at which like there's,
• 29:40
  Speaker 1: as I mentioned, those diminishing returns.
• 29:42
  Speaker 2: And to be fair too, like I mean, they're gonna
• 29:44
  Speaker 2: be text that it does it does require a little
• 29:46
  Speaker 2: bit more of you, right, Like I mean I think
• 29:48
  Speaker 2: of like let's say The Satanic Verses, which is supposed
• 29:51
  Speaker 2: to be a really excellent book, but I've tried to
• 29:54
  Speaker 2: read it several times and I gave up because I'm like,
• 29:57
  Speaker 2: I'm reading it like at the pace of like twenty
• 30:00
  Speaker 2: thirty words per minute because it's so dense, you know.
• 30:02
  Speaker 1: Yeah, I mean, if you're reading like a scientific article,
• 30:04
  Speaker 1: you're probably reading a lot slower. If you're reading a
• 30:07
  Speaker 1: textbook for school, you're reading a lot slower. If you're
• 30:10
  Speaker 1: reading Gravity's Rainbow because you're a masochist, you're probably reading slower. Yeah,
• 30:15
  Speaker 1: things like that.
• 30:15
  Speaker 2: Yeah, so it's termined though the comprehension begins to rapidly
• 30:19
  Speaker 2: deteriorate at a speed of about five.
• 30:21
  Speaker 1: Hundred to six hundred words per minute.
• 30:22
  Speaker 2: So like, even at four hundred words, you're doing pretty okay,
• 30:25
  Speaker 2: You're not quite at that fifty percent mark, but you're
• 30:28
  Speaker 2: doing you're not doing bad. But at five hundred and
• 30:30
  Speaker 2: six hundred words per minute you see massive drops and comprehension,
• 30:33
  Speaker 2: and that deterioration happens prior to that. You start seeing
• 30:37
  Speaker 2: a kind of shift after that three hundred word mark,
• 30:40
  Speaker 2: but it's essentially the breaking point. It's like at five
• 30:42
  Speaker 2: hundred and six hundred aers, like like a continental shelf,
• 30:44
  Speaker 2: if you will.
• 30:45
  Speaker 1: All right, so we have tackled some speed reading. There
• 30:48
  Speaker 1: is some other interesting little tidbits that are sort of
• 30:51
  Speaker 1: peripherally related to this. And there's a new type of
• 30:55
  Speaker 1: speed reading which I hope was at least partially informed
• 30:58
  Speaker 1: by ant Man in the WASP. That's called quantum speed reading.
• 31:03
  Speaker 2: Yes, so when as I was doing my research on this,
• 31:06
  Speaker 2: I about lost it when I read this, because essentially
• 31:09
  Speaker 2: quantum speed reading or QSR is a completely new technique
• 31:12
  Speaker 2: of reading books without looking at the pages. What this
• 31:16
  Speaker 2: is how it's marketed. This is like okay. I pulled
• 31:18
  Speaker 2: this specifically from marketing folks about this, like the websites on.
• 31:23
  Speaker 1: This, I'm excited, let's do it, okay.
• 31:25
  Speaker 2: It was developed in Japan and has been taught to
• 31:27
  Speaker 2: both children and adults for the last several years. Astonishing
• 31:30
  Speaker 2: as it may seem to most of us who learned
• 31:32
  Speaker 2: only to read books by reading a page at a time,
• 31:35
  Speaker 2: that's a direct quote. They can in fact be read
• 31:38
  Speaker 2: by simply flipping the pages. Unlike the many well established
• 31:42
  Speaker 2: forms of speed reading that are in existence, QSR does
• 31:44
  Speaker 2: not require the book to be opened at all.
• 31:49
  Speaker 1: Yes, for the when quantum speed reading, this could like
• 31:54
  Speaker 1: put bookstores completely out of business. And I also wonder
• 31:58
  Speaker 1: can I read a book just by looking at a
• 32:00
  Speaker 1: website that has a picture of the book.
• 32:02
  Speaker 2: I mean, there are a lot of questions with this.
• 32:03
  Speaker 2: I am because I think you think about this for
• 32:05
  Speaker 2: a second, Like if I walk into a bookstore, I
• 32:07
  Speaker 2: could hypothetically read every book in that store.
• 32:11
  Speaker 1: Right and within seconds would you two seconds? Like you
• 32:14
  Speaker 1: don't need to buy those books. So I feel like
• 32:16
  Speaker 1: there's a little real danger to this, this technology getting out.
• 32:19
  Speaker 1: On the other hand, like you could walk into like
• 32:22
  Speaker 1: a university library and become brilliant instantly? Does this like
• 32:26
  Speaker 1: by osmosis? Do you just like soak it in through
• 32:29
  Speaker 1: your skin? By bean and proximity to it?
• 32:30
  Speaker 2: Well, if I knew, then they wouldn't have a business model.
• 32:33
  Speaker 1: That's a fair point.
• 32:34
  Speaker 2: I'm assuming something like that, though it would have to
• 32:36
  Speaker 2: be right if they don't open the book.
• 32:37
  Speaker 1: Maybe you need skin contact. Like I'm gonna try this
• 32:41
  Speaker 1: really quick. I'm just gonna put this book to my forehead.
• 32:44
  Speaker 2: How's it feel?
• 32:45
  Speaker 1: Not getting anything? And it's heavy. It feels good though,
• 32:48
  Speaker 1: I mean I like the feeling of it.
• 32:49
  Speaker 2: Yeah, that is a heavy book. What is that book?
• 32:51
  Speaker 1: This is the Autobiography of Mark Twain, Volume one, Volume one.
• 32:55
  Speaker 1: I don't have any subsequent volumes, so I guess I'm
• 32:57
  Speaker 1: only getting up to like the time he was five
• 32:59
  Speaker 1: or something.
• 33:00
  Speaker 2: I love like authors that write their own autobiographies and
• 33:03
  Speaker 2: they just like literally put everything into it.
• 33:05
  Speaker 1: Then on Thursday I went to the grocery store.
• 33:08
  Speaker 2: It's like Isaac Asimov's was like that, and he's like,
• 33:10
  Speaker 2: here are all my best friends.
• 33:12
  Speaker 1: Squee just kidding. We like we like Isaac Asimov. He
• 33:19
  Speaker 1: seems like he was maybe a good person's Lovecraft.
• 33:22
  Speaker 2: No, yeah, the whole that that guy's got his own stuff.
• 33:25
  Speaker 1: Okay, So quantum speed reading that's apparently a thing. Without
• 33:28
  Speaker 1: having done a deep dive on this or bought a
• 33:31
  Speaker 1: subscription to their elite members club, I can fairly confidently
• 33:35
  Speaker 1: say this is a bunch of WHOI. Yeah, WHOI is.
• 33:38
  Speaker 2: The official term for that.
• 33:40
  Speaker 1: I like it.
• 33:41
  Speaker 2: So another little interesting to event is that the average
• 33:43
  Speaker 2: person reads no faster than people did one hundred years ago.
• 33:47
  Speaker 2: The average rate hasn't even changed, despite speed reading being
• 33:50
  Speaker 2: a thing that exists.
• 33:51
  Speaker 1: I would guess, based on the general attitude of people
• 33:54
  Speaker 1: today and the availability of other mediums for entertainment, that
• 33:58
  Speaker 1: no faster than could be translated to slower than people
• 34:02
  Speaker 1: one hundred years ago, because one hundred years ago, that
• 34:05
  Speaker 1: was almost all the entertainment you had. You had watching
• 34:08
  Speaker 1: people beat each other up, and you had books. Yeah,
• 34:11
  Speaker 1: and you did have a little bit of the radio.
• 34:13
  Speaker 2: Yeah. I just say you had radio. You had you
• 34:15
  Speaker 2: had the long ranger, that's right, and other cereals.
• 34:17
  Speaker 1: Of sure, so I guess those are your options there,
• 34:20
  Speaker 1: But I think people probably just run more. So, yeah,
• 34:23
  Speaker 1: that makes sense. It would surprise me.
• 34:25
  Speaker 2: You played stickball in the streets.
• 34:26
  Speaker 1: Yeah. Yeah, that thing where you have like a metal
• 34:29
  Speaker 1: hoopy just roll around because yeah with a stick, what
• 34:32
  Speaker 1: else are you gonna do?
• 34:33
  Speaker 2: Yeah, exactly. Yeah, the twenties were a weird time. No
• 34:37
  Speaker 2: shrimp yello.
• 34:37
  Speaker 1: Though, missing out, just depression era, just.
• 34:43
  Speaker 2: A lot of yeah, a lot of really not great things.
• 34:46
  Speaker 1: We're so us centric on this. I need to learn
• 34:48
  Speaker 1: the nineteen twenties and other countries and fifties and that
• 34:50
  Speaker 1: sort of thing.
• 34:51
  Speaker 2: There were other countries then, more so than now.
• 34:57
  Speaker 1: This feels like a good moment to pause and and
• 35:00
  Speaker 1: pretend to speed read something after this ad. There is
• 35:11
  Speaker 1: a difference between casual reading and technical reading, as we
• 35:14
  Speaker 1: mentioned before. With casual reading, readers are able to read
• 35:16
  Speaker 1: between two hundred and three hundred words per minut it
• 35:18
  Speaker 1: maybe even a little higher. In technical material, the average
• 35:22
  Speaker 1: is roughly fifty to seventy words per minute on average,
• 35:26
  Speaker 1: which explains why you have such a hard time reading
• 35:28
  Speaker 1: textbooks and why it takes you so long to get
• 35:30
  Speaker 1: through reading for school and that sort of thing.
• 35:32
  Speaker 2: Yeah, I mean there's some research articles where I'm like,
• 35:34
  Speaker 2: oh my god, like I feel like it's taking me
• 35:36
  Speaker 2: an hour to get through this, and it's like, well,
• 35:38
  Speaker 2: because you have to read, it's slower because you're talking
• 35:40
  Speaker 2: about different level comprehension.
• 35:41
  Speaker 1: Absolutely, and the words are chosen so specifically to communicate
• 35:44
  Speaker 1: very specific scientific ideas. That was me speed talking again.
• 35:49
  Speaker 1: I'm sorry, No, it was good, it worked, it was good. Okay,
• 35:51
  Speaker 1: Now why do some people read slower?
• 35:53
  Speaker 2: Now? Something that it's due some scientists think, and some
• 35:56
  Speaker 2: research thing it's due to something called sub vocalization or
• 35:59
  Speaker 2: that well little voice in your head that occurs.
• 36:02
  Speaker 1: When you read out loud.
• 36:03
  Speaker 2: Like so like when you're reading, like like when you
• 36:05
  Speaker 2: when you're kind of going through text, you're probably reciting
• 36:08
  Speaker 2: the words in your head. Do you catch yourself doing that? Like,
• 36:11
  Speaker 2: do you feel like you're reciting it internally?
• 36:13
  Speaker 1: When I'm reading something technical. Yes, when I'm reading something fictional,
• 36:19
  Speaker 1: and that's just for entertainment, I tend to actually imagine
• 36:23
  Speaker 1: someone else speaking. I guess maybe, so maybe I am.
• 36:26
  Speaker 1: Maybe I am doing that, so I sort of like
• 36:27
  Speaker 1: I try and imagine, like like if I'm reading a
• 36:29
  Speaker 1: fictional text, then I'm creating sort of mentally a visual
• 36:33
  Speaker 1: world that I see what's happening. Yeah, and I feel
• 36:36
  Speaker 1: like I don't hear that as much. But when I'm
• 36:37
  Speaker 1: reading just a non fiction entertainment book, then I feel
• 36:41
  Speaker 1: like I hear someone's I guess I'm sort of imagining
• 36:44
  Speaker 1: someone else saying those words. So I guess in that sense,
• 36:46
  Speaker 1: I kind of am doing this up vocalization thing. Yeah,
• 36:49
  Speaker 1: that makes sense. What about you?
• 36:50
  Speaker 2: I think I do the same thing, like where it's
• 36:52
  Speaker 2: like if it's fictional, I try to get a picture
• 36:54
  Speaker 2: of it, but I still like, I feel like I
• 36:56
  Speaker 2: still recite it and then create the picture. Like I
• 36:58
  Speaker 2: still kind of I feel like I do that. I
• 37:01
  Speaker 2: can't think of reading and not saying it. I guess
• 37:04
  Speaker 2: it's like where I get and I mean, I don't
• 37:06
  Speaker 2: read fast. I read pretty averagely, even though I read
• 37:09
  Speaker 2: a lot, you know. So it's like I don't really
• 37:11
  Speaker 2: quite know, but I'm pretty sure I just like say
• 37:13
  Speaker 2: it in my head and then I picture it. Okay,
• 37:16
  Speaker 2: So why are people interested in this? Why are people
• 37:18
  Speaker 2: even interested in speeding or why are we even talking
• 37:20
  Speaker 2: about it? Well, the amount of information that exists in
• 37:22
  Speaker 2: the world is exponentially growing with the Internet. With the
• 37:26
  Speaker 2: information that's out there, it's thought and nobody can really
• 37:30
  Speaker 2: say this or really know, but it's thought that the
• 37:32
  Speaker 2: amount of information that's existing in the world is doubling
• 37:35
  Speaker 2: about every nine months.
• 37:37
  Speaker 1: It's a number of people in the world too.
• 37:38
  Speaker 2: Yeah, yeah, exactly, Yeah, it's so many people every nine months.
• 37:43
  Speaker 2: And despite five hundred thousand new titles being published in
• 37:47
  Speaker 2: English each year, the average college student will only read
• 37:51
  Speaker 2: four to five books to completion in their post college
• 37:53
  Speaker 2: lifetime to complete.
• 37:56
  Speaker 1: It's an interesting way to phrase that.
• 37:59
  Speaker 2: I had no other way to phrase that. I couldn't
• 38:01
  Speaker 2: I couldn't think of anything else.
• 38:02
  Speaker 1: That's fine, it was great. It's it implies something very
• 38:07
  Speaker 1: relevant to college students.
• 38:10
  Speaker 2: But like, think about this for a second. That's saying
• 38:13
  Speaker 2: that you would only finish four to five books after
• 38:16
  Speaker 2: you finish college for your lifetime.
• 38:19
  Speaker 1: That's wild. I definitely have already read more than that
• 38:22
  Speaker 1: this year. So yeah, from like such a finish So
• 38:25
  Speaker 1: I don't understand how that's a thing. But apparently there
• 38:27
  Speaker 1: are people that don't read. I mean, when you've got
• 38:29
  Speaker 1: Disney Plus and Netflix and Hulu, Yeah, why would you
• 38:32
  Speaker 1: read anymore? Yeah?
• 38:34
  Speaker 2: Who's picking up a book.
• 38:35
  Speaker 1: And Instagram and TikTok?
• 38:37
  Speaker 2: Like we sound like boomers right now, I know, right, Yeah,
• 38:40
  Speaker 2: we sound very boomery.
• 38:41
  Speaker 1: Sorry, it's okay, it's all right. Such boomers.
• 38:45
  Speaker 2: That's us. Now, that's weird. We're middle aged men recording podcasts.
• 38:48
  Speaker 1: What can we say? The fact, you know, at the
• 38:51
  Speaker 1: end of the.
• 38:51
  Speaker 2: Day, I don't really have a lot of take on
• 38:52
  Speaker 2: points on this. I mean, the thing is is that
• 38:54
  Speaker 2: it doesn't really speed reading in itself, the way that
• 38:57
  Speaker 2: it's marketed, the way that it's described. Doesn't it exist
• 39:00
  Speaker 2: like people think it does. Right, Like practice reading is
• 39:02
  Speaker 2: going to help improve your fluency, it's going to improve
• 39:05
  Speaker 2: your speed and your rates with words permitted, it's going
• 39:08
  Speaker 2: to help with comprehension and stuff like that. So constant
• 39:11
  Speaker 2: reading is a good thing. Yeah, but it's not going
• 39:14
  Speaker 2: to produce those levels that speed reading programs say. There's
• 39:17
  Speaker 2: no scientist says that it will.
• 39:19
  Speaker 1: Yeah. I think that that is ultimately to take home
• 39:21
  Speaker 1: point is that speed reading it doesn't it doesn't really
• 39:24
  Speaker 1: work because that's not how reading works. I mean, it
• 39:26
  Speaker 1: seems to be a scam. Maybe we will figure out
• 39:28
  Speaker 1: a way to like push people that in the future
• 39:31
  Speaker 1: to read on average higher words permitted than they do now,
• 39:34
  Speaker 1: just through you know, education and research and education and
• 39:38
  Speaker 1: that sort of thing. But I wouldn't hold my breath
• 39:40
  Speaker 1: for it. You know, I think essentially read it whatever
• 39:42
  Speaker 1: speed is comfortable for you, where you feel like you
• 39:44
  Speaker 1: are understanding what you're reading, and just don't hold yourself
• 39:46
  Speaker 1: to ridiculous standards, otherwise you'll be disappointed and hate reading,
• 39:50
  Speaker 1: and just you know, enjoy the process because when you
• 39:53
  Speaker 1: get to read, you get a totally different experience from
• 39:56
  Speaker 1: that medium than watching something or listening to something. Not
• 40:00
  Speaker 1: to disparage listening, like I love audio books. That's one
• 40:03
  Speaker 1: of the only ways I get to consume as much
• 40:06
  Speaker 1: literature as I do is because I can read while
• 40:08
  Speaker 1: I'm driving in a car, for example, because someone else
• 40:11
  Speaker 1: is reading to me. And so I think it's a
• 40:14
  Speaker 1: great thing to take on. And I certainly support books
• 40:17
  Speaker 1: and bookstores and reading in general. So yes, reading's great.
• 40:21
  Speaker 2: Also a slight prerecommendation for when we talk about reading
• 40:24
  Speaker 2: and stuff, don't read books you don't like. Fair You
• 40:27
  Speaker 2: don't have to finish a book. Yeah, you don't have
• 40:30
  Speaker 2: Just because you start it does not mean you have
• 40:31
  Speaker 2: to finish it. It's okay not knowing what happens at
• 40:33
  Speaker 2: the end of a book. Your spark notes, you can
• 40:35
  Speaker 2: google it if you want to know what happened. But
• 40:37
  Speaker 2: if you don't like the book and you're not enjoying it,
• 40:39
  Speaker 2: put it down.
• 40:39
  Speaker 1: Yeah. I'm not very good at that. I tend to
• 40:42
  Speaker 1: commit to things and then just stick to it to
• 40:44
  Speaker 1: the end.
• 40:44
  Speaker 2: I used to be like that. Then I realized I
• 40:47
  Speaker 2: would get to the end of a book and like,
• 40:48
  Speaker 2: I hated the whole book, and then I also hated
• 40:50
  Speaker 2: the ending so much. I was like, there's no there's
• 40:52
  Speaker 2: no joy in this.
• 40:54
  Speaker 1: Yeah. I would not recommend my strategy of being a
• 40:57
  Speaker 1: completionist on books. I think you're a much better served
• 41:00
  Speaker 1: by spending your time in a way that seems valuable
• 41:03
  Speaker 1: to you. You know, time's the one thing that we
• 41:06
  Speaker 1: all have, that's the like, the most precious resource we
• 41:09
  Speaker 1: have because we only get it once and then it's gone.
• 41:12
  Speaker 1: So read and read stuff that you like.
• 41:14
  Speaker 2: Yep, I like it.
• 41:15
  Speaker 1: And as they would say in the good Place, read
• 41:18
  Speaker 1: garbage books if that's your bag.
• 41:21
  Speaker 2: I really like that sentiment.
• 41:22
  Speaker 1: Actually, yeah, absolutely all right. Anything else on a speed
• 41:25
  Speaker 1: reading Nope, I'll just say, don't bother with it. We
• 41:28
  Speaker 1: are onto recommendations, recommendations, all right, So I'm going to
• 41:43
  Speaker 1: recommend an album that just came out like five days ago.
• 41:47
  Speaker 1: This is the band Between the Buried and Me. That's
• 41:50
  Speaker 1: my favorite band. They're a prog metal band, So maybe
• 41:53
  Speaker 1: you're not into that sort of thing, but I'm gonna
• 41:54
  Speaker 1: recommend it anyway. I think it's worth at least checking out.
• 41:57
  Speaker 1: They released an album called Colors two, which you may
• 42:01
  Speaker 1: or may not derive, means that they have an earlier
• 42:03
  Speaker 1: album called Colors which was awesome, one of one of
• 42:07
  Speaker 1: their best. And yeah, so go check out Colors too.
• 42:09
  Speaker 1: By Between the Buried and Me.
• 42:11
  Speaker 2: What a great band like That band always blows my mind.
• 42:13
  Speaker 1: Yeah, me too. I like, I almost want to say
• 42:15
  Speaker 1: thank you, but they're not mine. I just take so
• 42:17
  Speaker 1: much pride in them. Thank you for liking the band
• 42:21
  Speaker 1: I like, yeah, exactly.
• 42:23
  Speaker 2: I'm gonna recommend a band too because I because if
• 42:25
  Speaker 2: you like music, if you're not a prog metal person,
• 42:27
  Speaker 2: and maybe you want to listen to some kind of
• 42:29
  Speaker 2: like interesting indie rock, I'm gonna recommend a band called Foxing.
• 42:33
  Speaker 1: They just put out a new album called draw Down
• 42:35
  Speaker 1: the Moon. Foxing, FOXINGI Foxing.
• 42:39
  Speaker 2: Foxing, Yes, okay, o XINGI Foxing right.
• 42:43
  Speaker 1: Just making sure that's clear. So they used to be like.
• 42:45
  Speaker 2: Kind of like a sad indie band. They were very sad.
• 42:48
  Speaker 2: Then they decided to get a little bit electronic and dancy,
• 42:50
  Speaker 2: and so they're a very different band than when you
• 42:53
  Speaker 2: first pick up some of their stuff. But this new
• 42:55
  Speaker 2: album is like super catchy. Like I'm not like somebody
• 42:58
  Speaker 2: who likes kind of like disco e electron type of things,
• 43:00
  Speaker 2: but this is it's got a good feel to it,
• 43:02
  Speaker 2: and I've I'm going to spend the rest of the
• 43:04
  Speaker 2: day listening to it.
• 43:05
  Speaker 1: Okay, and draw down the Moon? Yeah, draw down the
• 43:08
  Speaker 1: Moon by foxing. In my skimming speed reading, I saw
• 43:11
  Speaker 1: the Moon is down and I was like, someone else
• 43:13
  Speaker 1: already did that title?
• 43:16
  Speaker 2: Close?
• 43:16
  Speaker 1: Yes?
• 43:16
  Speaker 2: So close? How fast do you think we could read
• 43:18
  Speaker 2: Lord of the Rings? I don't know. I bet I
• 43:20
  Speaker 2: could finish it before the end of the.
• 43:21
  Speaker 1: Sad Okay, So that was our original episode there. I
• 43:38
  Speaker 1: hope that there was a lot of interesting and fun stuff.
• 43:40
  Speaker 1: You guys were able to sort of walk away from that.
• 43:42
  Speaker 1: Let's sort of provide some updated stuff. So I was
• 43:45
  Speaker 1: looking back through the references we'd use last time, and
• 43:47
  Speaker 1: we kind of missed at least, as I said, I
• 43:50
  Speaker 1: was worried that I hadn't adequately covered our bases. There
• 43:52
  Speaker 1: was a lot, There's always a lot of stuff that
• 43:54
  Speaker 1: we could read. And I did find some stuff that
• 43:57
  Speaker 1: I did not see last time that had more science
• 44:02
  Speaker 1: to it and came at it also from sort of
• 44:04
  Speaker 1: a neuroscience and a visual perception research angle. So I
• 44:09
  Speaker 1: think this adds some more grounding and confidence to the
• 44:14
  Speaker 1: information we left with. So several decades ago, a memory
• 44:19
  Speaker 1: and visual perception researcher received a request to evaluate a
• 44:23
  Speaker 1: couple of the most prodigious speed readers from the American
• 44:28
  Speaker 1: Speed Reading Academy, and these two had achieved an impressive
• 44:33
  Speaker 1: one hundred thousand words per minute reading speed, which is
• 44:38
  Speaker 1: a lot that's pretty fast.
• 44:40
  Speaker 2: That's quite a few words. This is actually more than
• 44:43
  Speaker 2: three hundred times what a fast reading college educated student
• 44:46
  Speaker 2: could pull off. So he became with a simple test,
• 44:49
  Speaker 2: read this entire textbook. They did it in about ten minutes,
• 44:51
  Speaker 2: then answer some multiple choice questions about the content of
• 44:55
  Speaker 2: the book.
• 44:56
  Speaker 1: I almost feel like I'm not sure that I could
• 44:58
  Speaker 1: even turn the pages in a text book fast enough
• 45:01
  Speaker 1: to pretend to read it in one hundred thousand words
• 45:06
  Speaker 1: per minut It in ten minutes.
• 45:08
  Speaker 2: Could you actually happened through Cooper that fast?
• 45:10
  Speaker 1: Yeah, I'm just like you got to have like one
• 45:12
  Speaker 1: of those those little finger condom things that gives you
• 45:14
  Speaker 1: grips so you can flip the pages faster.
• 45:16
  Speaker 2: But you're doing this, you go and you're like, like
• 45:18
  Speaker 2: you're playing a bass guitar, like you have to like
• 45:20
  Speaker 2: move with your fingers really quickly.
• 45:22
  Speaker 1: Yeah, exactly. So that's the test is these people are like,
• 45:26
  Speaker 1: there's this whole academy that's like, we got the speed readers,
• 45:28
  Speaker 1: we got the best speed readers on earth. We want
• 45:31
  Speaker 1: you to evaluate him. He's like, sure, here's a textbook,
• 45:33
  Speaker 1: and then he gave him the textbooks and then here's
• 45:35
  Speaker 1: a multiple choice test about the stuff in the textbook
• 45:38
  Speaker 1: that if you read any of it you would be
• 45:39
  Speaker 1: able to do fine on. And the result they did terribly.
• 45:43
  Speaker 1: If they did successfully read anything, they're retained essentially none
• 45:46
  Speaker 1: of it. And that makes perfect sense. Actually, it makes
• 45:49
  Speaker 1: sure of them perfect sense. It is there is an
• 45:52
  Speaker 1: inherent biological constraint that we just can't overcome.
• 45:56
  Speaker 2: Sure. The claims of speed reading trainers, enthusiasts, practitioners, et cetera.
• 46:00
  Speaker 2: Include that to speed read. You must reduce your ib
• 46:03
  Speaker 2: movements to take in more words at once and silence
• 46:06
  Speaker 2: your inner voice that a company is reading. Could you
• 46:08
  Speaker 2: imagine telling yourself it's basically telling yourself to shut up
• 46:11
  Speaker 2: while you focus.
• 46:12
  Speaker 1: Yeah, basically like stop reading and let me read. That's
• 46:16
  Speaker 1: what I'm telling your mind.
• 46:20
  Speaker 2: Don't say anything while I'm reading. I can't. I just
• 46:22
  Speaker 2: I need to take pictures.
• 46:24
  Speaker 1: That's right kind of yeah. So those are so of
• 46:27
  Speaker 1: the two main claims here is like look at all
• 46:29
  Speaker 1: the words at once rather than enough that you can
• 46:32
  Speaker 1: read them. And also don't have your inner monologue actually
• 46:36
  Speaker 1: read what's there, just glance at the page. Some of
• 46:40
  Speaker 1: the leading cognitive science and linguist experts decided to further
• 46:45
  Speaker 1: investigate these claims, specifically those those two claims. So because
• 46:48
  Speaker 1: we had this original guy and then later down the
• 46:51
  Speaker 1: road there was more evidence and this this was like
• 46:55
  Speaker 1: published like ten or six years ago, so the first
• 46:58
  Speaker 1: one was decades ago for this who had the two
• 47:01
  Speaker 1: speed readers sent to him, and then later these other
• 47:04
  Speaker 1: experts wanted to evaluate this. So the problem with claim one,
• 47:09
  Speaker 1: the first claim here about or how you can speed
• 47:12
  Speaker 1: read by just sort of take a step back and
• 47:14
  Speaker 1: look at all the words at once. The problem with
• 47:17
  Speaker 1: it is how our visual system, perception system actually works.
• 47:22
  Speaker 1: It's probably really difficult to tell most of the time,
• 47:25
  Speaker 1: but we actually have only a very small spot in
• 47:28
  Speaker 1: our field of vision that processes high detail. The way
• 47:32
  Speaker 1: our eyes work, just brief overview of eyes is we
• 47:34
  Speaker 1: have a thing called a phobia. It's a spot. It's
• 47:36
  Speaker 1: actually kind of a a dent. It's like a divid
• 47:39
  Speaker 1: if you will, in the back of our eyes, and
• 47:41
  Speaker 1: it's just specially packed with cells that are designed for
• 47:45
  Speaker 1: high focused image processing. So that's how our eye is
• 47:50
  Speaker 1: sort of built. We have one little tiny spot in
• 47:52
  Speaker 1: the back that processes like really high quality visual information
• 47:56
  Speaker 1: and high detail.
• 47:58
  Speaker 2: It's essentially how you get HD, and then everything else
• 48:01
  Speaker 2: is on a slow dial up speed, so like you
• 48:03
  Speaker 2: can see really you get really clear, really good streaming,
• 48:06
  Speaker 2: really clear picture in HD, and then everything else is blurry.
• 48:09
  Speaker 2: It's like this is our vision is not prepared to
• 48:11
  Speaker 2: take in high detail across the board. Yeah, yeah, So
• 48:14
  Speaker 2: anything outside of the phobia is our peripheral vision. If
• 48:18
  Speaker 2: you were to black out everything in your vision except
• 48:20
  Speaker 2: for the spot with high clarity, most of your vision
• 48:22
  Speaker 2: would be gone with only a tiny hole left. Our
• 48:25
  Speaker 2: peripheral vision is pretty blurry and only gets increasingly unfocused
• 48:29
  Speaker 2: the further away from our center that it gets. It
• 48:31
  Speaker 2: is difficult to notice because as soon as we shift
• 48:34
  Speaker 2: our vision, the focus shifts with it and appears that
• 48:36
  Speaker 2: whatever we're looking at we can see clearly, which gives
• 48:39
  Speaker 2: the impression that we can see everything clearly, but we can't.
• 48:43
  Speaker 2: That's not how human vision works.
• 48:45
  Speaker 1: Yeah, it's just not. And you can. You can test
• 48:47
  Speaker 1: this yourself a lot of different ways if you're but
• 48:49
  Speaker 1: one of the easier ways that I have tried that helps,
• 48:52
  Speaker 1: I think drive this point home is if you're in
• 48:54
  Speaker 1: a safe place to do so, try and find something
• 48:56
  Speaker 1: with a lot of text on it. Okay, choose a
• 48:58
  Speaker 1: word to focus on, or a couple of words if
• 49:00
  Speaker 1: you can, and just make sure that those two are like,
• 49:02
  Speaker 1: really clearly in your field division and make sure you
• 49:07
  Speaker 1: can see those words really clearly, and then keep your
• 49:09
  Speaker 1: eyes locked on that word or those words. Do not
• 49:13
  Speaker 1: move your eyes at all, without moving your eyes from
• 49:15
  Speaker 1: the spot. Try and read a word that's just a
• 49:18
  Speaker 1: little ways away from the word you're looking at, maybe
• 49:20
  Speaker 1: five or six words away, maybe a couple of lines
• 49:22
  Speaker 1: above or below what you're looking at. But remember, do
• 49:25
  Speaker 1: not actually look at those words. Only keep your eyes
• 49:28
  Speaker 1: focused on the words you're looking at, and you'll see
• 49:31
  Speaker 1: as you're looking at it, like you can tell that
• 49:33
  Speaker 1: words are there, but you can't really tell what they say.
• 49:36
  Speaker 1: And if you can tell, you may have noticed that
• 49:38
  Speaker 1: you've shifted your focus away from the word that you
• 49:42
  Speaker 1: were originally looking at. You'll mostly be trying to fight
• 49:44
  Speaker 1: your eyes from wanting to move to the thing you're
• 49:46
  Speaker 1: interested looking at. But if you can keep your focus,
• 49:50
  Speaker 1: supposing you can maintain it, you should discover that you
• 49:52
  Speaker 1: can't actually see the other words well enough to tell
• 49:55
  Speaker 1: what they say, right. That is inherently the problem with
• 49:59
  Speaker 1: this is essentially claiming that, like, we'll just use your
• 50:01
  Speaker 1: peripheral vision, Like my peripheral vision is bad, yes, because
• 50:05
  Speaker 1: I am a human being.
• 50:07
  Speaker 2: Yes, It's essentially like what you're looking at you can
• 50:09
  Speaker 2: see clearly. Everything else is what mister Magoosey's without a glass.
• 50:14
  Speaker 1: That is such an old reference. That's awesome.
• 50:16
  Speaker 2: It's a very old reference. Just wait, I'm gonna make
• 50:20
  Speaker 2: an underdog reference later too. So kind of like what
• 50:22
  Speaker 2: Abraham was saying, This is not how our vision works. Right.
• 50:24
  Speaker 2: The idea that you can just look at a bunch
• 50:26
  Speaker 2: of words at once is nonsensical. Even when you can
• 50:29
  Speaker 2: train your vision from far and up away to see
• 50:31
  Speaker 2: several words clearly, you still must focus on only a
• 50:34
  Speaker 2: couple of a time to get their meaning, and do
• 50:37
  Speaker 2: so in scanning order. Claim one debunked.
• 50:41
  Speaker 1: Yeah, our eyes will not allow us to do this.
• 50:43
  Speaker 1: You just you cannot take in that much text at
• 50:46
  Speaker 1: once and do it without scanning, without moving like if.
• 50:50
  Speaker 1: First of all, if they are scanning like there are
• 50:53
  Speaker 1: special devices that will read your eye movements and determine
• 50:56
  Speaker 1: even small movements whether they're actually doing scanning, which they're
• 51:00
  Speaker 1: trying to do. And if they're not scanning, you're not
• 51:04
  Speaker 1: seeing the other words that are there, right, just see
• 51:06
  Speaker 1: that they're there, but not what they are.
• 51:09
  Speaker 2: It is a biological limitation. Yes, we are physically incapable
• 51:14
  Speaker 2: of doing this.
• 51:15
  Speaker 1: Yes, all right. The second claim about silencing your inner
• 51:18
  Speaker 1: voice also has some problems. You can technically train yourself
• 51:22
  Speaker 1: to look at words and eliminate the inner narrative that
• 51:25
  Speaker 1: says these words internally, easier if you never learned to
• 51:28
  Speaker 1: read in the first place. Because sure, then you have
• 51:33
  Speaker 1: no inner monologue with respect to what those words are anyway,
• 51:35
  Speaker 1: because when we read, we're doing a lot of things,
• 51:37
  Speaker 1: but one of the things we're doing is we are
• 51:40
  Speaker 1: sort of silently saying the thing that we're seeing. That's
• 51:43
  Speaker 1: kind of what the reading part is. Like, we say
• 51:45
  Speaker 1: in our minds what we're seeing on the screen. And
• 51:48
  Speaker 1: by quieting that, because as I said, you can train
• 51:51
  Speaker 1: yourself to do it, you can pick up a lot
• 51:54
  Speaker 1: of speed. You actually can go really fast, but your
• 51:57
  Speaker 1: comprehension is eliminated if you do that, because by removing
• 52:01
  Speaker 1: the meaning of the words, they become meaningless, which feels
• 52:05
  Speaker 1: like it's theatology, But those words just become texture. They
• 52:08
  Speaker 1: are symbols without a reference. You glide past them without
• 52:12
  Speaker 1: absorbing any of the information. And at that point are
• 52:15
  Speaker 1: you reading, Like if you point your eyes at something
• 52:18
  Speaker 1: but you don't actually see it, are you actually looking
• 52:20
  Speaker 1: at it? Right? Like I would argue no.
• 52:23
  Speaker 2: Right, I would also argue, Now, there is a way
• 52:26
  Speaker 2: to get faster at reading, and mostly it's just practice.
• 52:30
  Speaker 2: It's reading a lot. The more you practice, the better
• 52:33
  Speaker 2: you'll get. But unfortunately there is an upper limit. People
• 52:35
  Speaker 2: really can't go much faster than four hundred words permitt
• 52:37
  Speaker 2: it and maintain their comprehension. You can get speed and
• 52:40
  Speaker 2: comprehension at four hundred words permitted or less, but beyond
• 52:43
  Speaker 2: that you'll get one or the other. At some point
• 52:45
  Speaker 2: in time, you're going to sacrifice one for the other.
• 52:48
  Speaker 1: Yeah, you can have speed or you can have comprehension.
• 52:51
  Speaker 1: You can't have both when you're past about four hundred
• 52:53
  Speaker 1: per minute. And there are people who go a little
• 52:55
  Speaker 1: above that, like they've shown like you can get to
• 52:58
  Speaker 1: four h five, four ten, like some reallyffluent readers like
• 53:01
  Speaker 1: can get up really really fast, But that seems to
• 53:05
  Speaker 1: be the upper limit for humans. So like, if you're
• 53:08
  Speaker 1: below one hundred words per minuted, as like a competent
• 53:11
  Speaker 1: sort of reading adult, like, your comprehension will be impacted.
• 53:15
  Speaker 1: I mean, you can probably be okay one hundred words
• 53:17
  Speaker 1: per minute. If you're like fifty words per minute, that's
• 53:19
  Speaker 1: so slow that your comprehension will be impacted. Above four hundred,
• 53:22
  Speaker 1: your comprehension will be impacted. There is a sweet spot.
• 53:25
  Speaker 1: Like most things with our biology, there's kind of a balance.
• 53:28
  Speaker 1: There is like you want some but not all right,
• 53:30
  Speaker 1: it's sort of like when people will say things like
• 53:33
  Speaker 1: with when wellness claims like boosts your immune system, I'm like,
• 53:36
  Speaker 1: you don't want to boost your immune system. Your immune
• 53:39
  Speaker 1: system wants to be in balance. If you increase your
• 53:41
  Speaker 1: immune system, you might have an autoimmune disorder or you
• 53:45
  Speaker 1: might get very violently ill. You don't want to suppress
• 53:48
  Speaker 1: it either. But like just boosting your immune system is
• 53:52
  Speaker 1: not necessarily a good thing because we want our immune
• 53:54
  Speaker 1: system to be working optimally, not hyper speed. Hyper speed isangerous,
• 54:00
  Speaker 1: that might kill you anyway. That's That's sort of the
• 54:03
  Speaker 1: thing is like there's a sweet spot in here. So
• 54:06
  Speaker 1: as when we originally titled this the title that I
• 54:08
  Speaker 1: really was proud of and I'm keeping is speed reading
• 54:11
  Speaker 1: read anything in normal minutes or not at all, is
• 54:15
  Speaker 1: what I'm adding.
• 54:17
  Speaker 2: Yeah, yeah, I mean, at the end of the day,
• 54:19
  Speaker 2: it's just it's you know, like I think there is
• 54:22
  Speaker 2: a conversation that eventually the words permit it can increase
• 54:27
  Speaker 2: as like maybe evolution takes hold and brain capacities change,
• 54:33
  Speaker 2: or like our eyes get better or whatever. Like there
• 54:35
  Speaker 2: is there is always going to be the discussion of
• 54:38
  Speaker 2: we don't know what humans are going to look like
• 54:40
  Speaker 2: in a thousand years, right, or how we're going to
• 54:42
  Speaker 2: respond to stimuli. But right now we're not there. We're
• 54:45
  Speaker 2: for our towards per minute maximum or at least in
• 54:48
  Speaker 2: that in that area, and its speed reading is just
• 54:50
  Speaker 2: not a thing that exists.
• 54:51
  Speaker 1: But ads, unfortunately do oh it's always ads. Okay, we're back.
• 55:03
  Speaker 1: We actually got through all of the additional content we
• 55:06
  Speaker 1: had to sort of support. This is the you know,
• 55:08
  Speaker 1: the few extra research studies that we missed the first
• 55:11
  Speaker 1: time around talking about you know, they're like, here's a textbook,
• 55:14
  Speaker 1: and here's some multiple choice questions about the content of
• 55:16
  Speaker 1: that textbook, and also like here's how eyeballs work, and
• 55:19
  Speaker 1: here's how our minds work, and all of those things
• 55:22
  Speaker 1: say speed reading no, speed reading no, and oh yeah,
• 55:25
  Speaker 1: speed reading no. Right, In case it wasn't clear, speed
• 55:29
  Speaker 1: reading is not a thing. Just isn't. I'm sorry. I'm
• 55:32
  Speaker 1: sorry everybody. If you thought that you were speed reading,
• 55:34
  Speaker 1: you are tricking yourself. Oh and one of the things
• 55:37
  Speaker 1: I guess we could add is why it looked like
• 55:38
  Speaker 1: speed reading possibly was the case. Is that what when
• 55:42
  Speaker 1: they were testing them with the people who were advocates
• 55:45
  Speaker 1: for this, who were claiming that they could teach it.
• 55:47
  Speaker 1: They would give them pre post tests, so like here's information,
• 55:51
  Speaker 1: and then they would have them a speed read and
• 55:52
  Speaker 1: then have them take the test again. One of the
• 55:54
  Speaker 1: things they did when like some of the skeptics went
• 55:56
  Speaker 1: and looked at this is the first test they were
• 55:59
  Speaker 1: given was than the second test they were given, so
• 56:02
  Speaker 1: they did better the second time because the questions were
• 56:04
  Speaker 1: easier the second time. The other things they did where
• 56:08
  Speaker 1: they'd have the same exact questions from the first time
• 56:11
  Speaker 1: to the second time, so it was like, if you
• 56:12
  Speaker 1: learned anything at all, including just understanding that you may
• 56:17
  Speaker 1: have gotten wrong in the first time, then you're likely
• 56:20
  Speaker 1: to have improved your score from time one to time two.
• 56:23
  Speaker 1: So that's why people showed data that seemed to suggest
• 56:29
  Speaker 1: high comprehension when they would do speed reading, is they
• 56:32
  Speaker 1: rigged the tests right. They would set it up so
• 56:35
  Speaker 1: that they sometimes would give them tests on something they
• 56:37
  Speaker 1: already knew things about. Then they'd speed read and ask
• 56:40
  Speaker 1: them questions that they could answer that they could have
• 56:42
  Speaker 1: answered before they did their speed reading performance. So it's
• 56:46
  Speaker 1: not super far removed from like illusions and magic tricks.
• 56:50
  Speaker 1: It has like some features in common with how some
• 56:53
  Speaker 1: of those are pulled off. But that's basically what it was.
• 56:56
  Speaker 1: It's sorry, like we just don't. We just don't. Our
• 56:59
  Speaker 1: brains and our our eyes don't don't do that.
• 57:02
  Speaker 2: Yeah, we just don't. That's that's that's what comes down to.
• 57:04
  Speaker 2: We just don't. We can't. And uh and it'll probably
• 57:07
  Speaker 2: be very a very long time before we ever can, yes,
• 57:10
  Speaker 2: if we have ever.
• 57:11
  Speaker 1: Yeah, and there's not like a lot of evolutionary pressure
• 57:13
  Speaker 1: for this to ever be a thing like our right,
• 57:15
  Speaker 1: the likelihood of our survival depending on our ability to
• 57:18
  Speaker 1: speed read, is so astronomically small, Right, it feels like
• 57:22
  Speaker 1: I am fairly I feel like it is a reasonable
• 57:26
  Speaker 1: hypothesis to believe that we will never actually speed read
• 57:30
  Speaker 1: any faster than we currently do.
• 57:31
  Speaker 2: Right, And also, it's very likely that our reading speeds
• 57:35
  Speaker 2: will slow down actually, just given the advent of like
• 57:40
  Speaker 2: most mostly listening to podcast and audiobooks and like not
• 57:43
  Speaker 2: having physical media, like it will probably slow down.
• 57:45
  Speaker 1: Yeah, you know, with current trends, it feels like four
• 57:48
  Speaker 1: hundred is going to feel like a laughable circus performance
• 57:52
  Speaker 1: in one hundred years, Like, yeah, they couldn't read that fast,
• 57:58
  Speaker 1: uh huh exactly. Anyway, that's what we have to say
• 58:01
  Speaker 1: about spearing. If you'd like to tell us your thoughts,
• 58:03
  Speaker 1: you can email us directly at info wwdwwdpodcast dot com,
• 58:07
  Speaker 1: and we do look forward to hearing from you. If
• 58:10
  Speaker 1: you would like to support us, you can join us
• 58:12
  Speaker 1: on Patreon. If you do, then you get some bonus
• 58:15
  Speaker 1: content at free content early episodes, that sort of thing.
• 58:17
  Speaker 1: And the thing everyone's really here for is I'm gonna say,
• 58:22
  Speaker 1: here are some wonderful people, and the names of those
• 58:24
  Speaker 1: people are people who support us on Patreon. So a
• 58:26
  Speaker 1: giant shout out and thank you to these wonderful people
• 58:29
  Speaker 1: who have been with us for so long and have
• 58:31
  Speaker 1: just been so generous and kind. So Mike, m Megan,
• 58:34
  Speaker 1: Mike T, Justin, Kim Brad, Stephanie, Brian, Ashley, Kiara, and Charlie,
• 58:38
  Speaker 1: thank you all so much for continuing to help us
• 58:40
  Speaker 1: do our thing. You're beautiful, indeed writing in fact checking
• 58:45
  Speaker 1: from Shane and myself. Thank you for recording with me today.
• 58:47
  Speaker 1: Shane Hey, anytime social media coordinator is Emma Wilson, and
• 58:51
  Speaker 1: the person who makes this podcast a podcast by being
• 58:53
  Speaker 1: the podcast producer is Justin. Thank you Justin for being.
• 58:56
  Speaker 2: Honest, God Emperor.
• 58:58
  Speaker 1: Justin is the best, and I forget I had to
• 59:00
  Speaker 1: say before. But if you are with us for the
• 59:02
  Speaker 1: very first time, you may not know that I just
• 59:04
  Speaker 1: got through the credits and I still have more things
• 59:07
  Speaker 1: to say. You might be gone already because that was
• 59:09
  Speaker 1: my bad for noting this up sooner. But we do
• 59:12
  Speaker 1: a thing at the end of all of our discussions
• 59:13
  Speaker 1: where we recommend a thing and it's just fun. You know,
• 59:16
  Speaker 1: it's just silly, fun time. Most of the time, the
• 59:18
  Speaker 1: overwhelming majority of the time, pretty much all but like
• 59:21
  Speaker 1: two times, the recommendations have been unrelated to the topic
• 59:23
  Speaker 1: at hand, and that is the case today. So I
• 59:26
  Speaker 1: think with that we can transition to recommendations.
• 59:29
  Speaker 2: Let's do it.
• 59:37
  Speaker 1: Recommendations.
• 59:38
  Speaker 2: So I'm gonna recommend a record. This band just started
• 59:41
  Speaker 2: playing shows again. They haven't played a show since twenty
• 59:43
  Speaker 2: nineteen and they have decided to start playing. And this
• 59:46
  Speaker 2: band has been around for a long time.
• 59:48
  Speaker 1: Yeah, at least the nineties, right.
• 59:50
  Speaker 2: Oh yeah, early nineties too, but they are I would argue,
• 59:55
  Speaker 2: the best example of shoegaze that you could ever possibly
• 59:58
  Speaker 2: get like this is this is unbelievable. And this band
• 1:00:01
  Speaker 2: is called hum, which is also an incredible band name
• 1:00:05
  Speaker 2: for shoegaze, Like, what a perfect name for a shoegaze band.
• 1:00:09
  Speaker 2: But I'm gonna recommend Their most recent record, which came
• 1:00:11
  Speaker 2: out in twenty twenty, is called Inlet, and this was
• 1:00:14
  Speaker 2: a surprise, Like when this came out, nobody knew and
• 1:00:17
  Speaker 2: I've probably recommended this on the show before, but when
• 1:00:19
  Speaker 2: this came out, nobody really knew that they were recording
• 1:00:22
  Speaker 2: a new record and they just dropped it on everybody.
• 1:00:24
  Speaker 2: And it was twenty two years since their previous record,
• 1:00:28
  Speaker 2: so they had a twenty two year gap between records,
• 1:00:31
  Speaker 2: and this album is absolutely perfect if you are interested
• 1:00:34
  Speaker 2: in HUM, I recommend going to listen to so you
• 1:00:36
  Speaker 2: prefer an Astronaut, which is like their hit record, but
• 1:00:39
  Speaker 2: everything they do is great, and this one is just
• 1:00:41
  Speaker 2: a really good return to form and just a fun listen,
• 1:00:44
  Speaker 2: especially because if you're going to go see them or
• 1:00:46
  Speaker 2: you want to see something like this, it's good to
• 1:00:49
  Speaker 2: get caught up on stuff and they're playing songs from
• 1:00:51
  Speaker 2: this record. So yeah, so that's my record is HUM.
• 1:00:53
  Speaker 2: The album is called Inlet, and it is perfect if
• 1:00:56
  Speaker 2: you are interested in shoegaze.
• 1:00:58
  Speaker 1: We are in such a one full renaissance for millennials
• 1:01:01
  Speaker 1: for music right now.
• 1:01:02
  Speaker 2: Oh god, it's so good. It's so good.
• 1:01:06
  Speaker 1: All the terrible things happening in the world, and at
• 1:01:08
  Speaker 1: the very least that we have is this really lovely
• 1:01:12
  Speaker 1: return of the things that we loved when we were kids.
• 1:01:15
  Speaker 1: It's so good, it's really fun.
• 1:01:17
  Speaker 2: And they're doing it well. I think that's the other side.
• 1:01:20
  Speaker 2: It's like it's not like bands are coming back and
• 1:01:22
  Speaker 2: just putting out records because they can like this, like
• 1:01:25
  Speaker 2: the specifically, like the movies that are coming out, the
• 1:01:27
  Speaker 2: shows that are coming out, the records that are coming
• 1:01:29
  Speaker 2: out are done really well, like they're honoring where it
• 1:01:32
  Speaker 2: came from and then just extending it too, which is
• 1:01:35
  Speaker 2: like really beautiful.
• 1:01:36
  Speaker 1: Yeah. Yeah, it's like it gets to have the feel
• 1:01:39
  Speaker 1: that we enjoyed, but also actually be new. Yes, it's
• 1:01:43
  Speaker 1: like it's a fresh take on a thing that we enjoyed,
• 1:01:46
  Speaker 1: and so it's not really rehashing or reliving the past.
• 1:01:49
  Speaker 1: It's it is bringing the things that we loved into
• 1:01:52
  Speaker 1: the into the modern times, into the future. Yes, So anyway,
• 1:01:56
  Speaker 1: that's us waxing poetic about the things that we find
• 1:02:01
  Speaker 1: a little bit of joy in on the new things
• 1:02:05
  Speaker 1: that come out, the new, things that are old but
• 1:02:07
  Speaker 1: are new again. Yes, yes, yes, yes, okay. I'm recommending
• 1:02:11
  Speaker 1: a TV show I wrapped up a few weeks ago.
• 1:02:13
  Speaker 1: It is a one of those comedy TV shows, just
• 1:02:17
  Speaker 1: sitcom type shows. It's called Animal Control. I have recommended
• 1:02:20
  Speaker 1: this in the past. It's a The cast is largely
• 1:02:24
  Speaker 1: headed by Joel McHale comedian. There are a lot of
• 1:02:27
  Speaker 1: cameos by a longtime friend and collaborator of Jewel McHale,
• 1:02:32
  Speaker 1: Ken Jong, although they always have a somewhat adversarial relationship,
• 1:02:35
  Speaker 1: and there are things that they do together, but clear
• 1:02:38
  Speaker 1: that they like working together, which is fun. And then
• 1:02:41
  Speaker 1: lots of other The cast is great. The show is very,
• 1:02:44
  Speaker 1: very funny, and it's they're like shure, they're like thirty
• 1:02:47
  Speaker 1: minute episodes, you know, or maybe last twenty five minutes,
• 1:02:51
  Speaker 1: twenty minutes. They're they're just what you expect from a sitcom.
• 1:02:54
  Speaker 1: And it's essentially about this little animal control precinct and
• 1:02:57
  Speaker 1: I want to say Seattle maybe, and just the going
• 1:03:01
  Speaker 1: zones of the quirky individuals who work there and the
• 1:03:04
  Speaker 1: quirky animals. They end up having to go find and
• 1:03:08
  Speaker 1: capture something in really silly situations with them, like at
• 1:03:12
  Speaker 1: some point fighting a kangaroo and sure having to coax
• 1:03:18
  Speaker 1: a cow out of a fraternity and anyway, it's it's
• 1:03:23
  Speaker 1: a really fun show, so I recommend it. It's I
• 1:03:25
  Speaker 1: know it's streaming on Hulu. I don't know if it's
• 1:03:27
  Speaker 1: a Hulu original, but it is on Hulu, so you
• 1:03:29
  Speaker 1: can find it there. But yeah, season four good stuff.
• 1:03:32
  Speaker 2: I love it. I love it. I mean they're they're
• 1:03:34
  Speaker 2: so funny together too, so that's perfect.
• 1:03:36
  Speaker 1: Yeah, all right, great, So I think that is what
• 1:03:38
  Speaker 1: you have to say about our recommendations and about speed reading.
• 1:03:43
  Speaker 1: So I think that's I think we're ready to wrap
• 1:03:46
  Speaker 1: this thing up. Is there anything I miss you'd like
• 1:03:47
  Speaker 1: to add? Nothing on my end? I think I didn't
• 1:03:49
  Speaker 1: actually follow up with all the ways that you could
• 1:03:51
  Speaker 1: support us. I know I mentioned Patreon, but you can
• 1:03:53
  Speaker 1: also leave us a rating and a review, like subscribe,
• 1:03:56
  Speaker 1: Tell a friend, grab a friend's phone and subscribe for them.
• 1:03:59
  Speaker 1: Go pick some stickers of ours and slap them on
• 1:04:02
  Speaker 1: someone's forehead or your own forehead or whatever, just whatever
• 1:04:06
  Speaker 1: about it. Yeah, somebody's forehead, con forehead slapping. Yeah, that's
• 1:04:11
  Speaker 1: always always about consensual forehead slapping. That's what we do here. Yes, yes,
• 1:04:14
  Speaker 1: all right, I think that's what we have to say,
• 1:04:16
  Speaker 1: So we'll go ahead and wrap this one up. This
• 1:04:17
  Speaker 1: Abraham and that's a Shane. We're out so yet. You've
• 1:04:21
  Speaker 1: been listening to Why We Do what We do.
• 1:04:23
  Speaker 2: You can learn more about this and other episodes by
• 1:04:26
  Speaker 2: going to WWD WWD.
• 1:04:28
  Speaker 1: Podcast dot com.
• 1:04:30
  Speaker 2: Thanks for listening, and we hope you have an awesome
• 1:04:32
  Speaker 2: day