Unlimited power

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UNLIMITED POWER 
BY ANTHONY ROBBINS 
 
 
Copyright © 1991 by Robbins Research International. AM rights reserved. Reproduction in any form without the express written convent of Robbins Research International is prohibited. 
P. 60 
 
(Ke), until they feel like part of you (Ki). Next you would want to make an internal 
picture of an expert skier (Vi). Then you would make a new visual internal image, 
this time a disassociated image of yourself skiing (Vi). Next you would step inside 
that picture and, in an associated way, experience how it would feel to perform the 
same action precisely the way the expert skier did (Ki). 
 
One crucial area where understanding strategies and syntax can make a major 
difference is teaching and learning. Why can't some kids learn? I'm convinced 
there are two major reasons. First, we often don't know the most effective strategy 
for teaching someone a specific task. Second, teachers seldom have an accurate 
idea of how different kids learn. Even so-called "learning-disabled" kids are often 
"strategy-disabled." One teacher I worked with found that 90% of her "disabled" 
kids had auditory or kinesthetic spelling strategies. Let me explain why those are 
poor strategies for getting the result of spelling well. 
 
If you're not spelling effectively, the problem is the way you're representing words 
to yourself. So what's the best strategy for spelling? It's certainly not kinesthetic. 
It's difficult to feel a word. It's not really auditory, because there are too many 
words you can't sound out effectively. Spelling entails the ability to store visual 
external characters in a specific syntax that can be easily accessed at any time. 
 
Another aspect of learning is chunking. Generally, people can consciously process 
only five to nine chunks of information at once. People who learn rapidly can 
master even the most complex tasks because they chunk information into small 
steps and then reassemble them into the original whole. If you wanted to spell a 
word like "Albuquerque," you need to break it down into three smaller chunks like 
this: Albu/quer/que. 
 
Your exercise for this chapter is to use the spelling exercise on the tape to practice 
seeing the letters in your mind (Vi), then reassembling them on paper. Do this 
with a few words each day, and very soon your brain will be conditioned to access 
words visually. Any word you'll probably ever need to learn to spell is already in 
the files in your brain, so like with all the other resources, all you need to do is 
practice getting access.