For a person that’s supposed to be really smart, I sometimes seem to miss the exceedingly obvious.
I am usually surprised by the twist at the end of a children’s film. I never realised that an episode with two separate storylines is supposed to draw attention to the parallels between them. When I learn a new technique in a video game, I often fail to identify future situations which require the same technique – even though I probably learnt it very quickly in the first place.
I guess I have problems with generalising. This often looks like problems with learning in the first place, but it’s very different. I’m a fast learner, and it usually only takes me one ‘try’ to get something into my memory. My difficulty comes in recognising future situations where that new knowledge is relevant or useful.
My brother and cousin found it hilarious when I played the game Antichamber. Every time the game demonstrated a new technique, I would learn it quickly. And then completely fail to use it in the challenge that came immediately afterwards. They’d ask “Don’t you remember that thing you just learnt to do using eight blocks?!”, and I’d answer “Yes, I remember! But there are ten blocks here, so obviously I don’t need to use it now.”
During the climax of every children’s film I ever watch, I am convinced that the main character is about to fail. If you stopped at that point and asked me suggest how the story would be resolved, it would take a lot of concentrated effort for me to make a guess. Never mind that every other children’s film in existence has the protagonist succeed with a ‘happy ever after’.
In fact, it’s difficult for me to even identify the ‘climax’ or ‘build-up’ or ‘resolution’ of a story of any kind. I learnt about the basic story arc in primary school when we were taught how to write our own stories. But it’s very hard for me to actually apply that information to other experiences. Even now, I can do it – but it doesn’t come instinctively. Unless I am actively prompted or reminded to try and consider a story in that way, I am unlikely to do it.
Maths is my absolute favourite – and strongest – subject. But I’d often have trouble with the mixed tests that came at the end of a chapter. Suddenly I was no longer doing exactly the same process with different sets of numbers. Now I was expected to look at a question and somehow figure out which processes needed to be done. I have frequently had to ask a teacher for help on a question only to be told something along the lines of “Just use Pythagoras’ theorem… you learnt about that years ago.” And of course it’s obvious when they point it out. But if the question was in a chapter that made no mention of Pythagoras, then my brain simply would not make the link to tell me what information was relevant.
This is also why I often forget things which should be easy to remember. “Don’t forget to empty the dishwasher tomorrow”, and I nod and agree as mum tells me it when I’m going to bed. Then the next day, the knowledge is just gone. If someone asked me “What did your mum ask you do last night when you were going to bed?”, I would remember immediately. But of course no-one does ask me that, so the information never gets recalled. I can walk past the dishwasher overflowing with plates and still not process the fact that I have an important piece of information about that.
And this is why lists, notes, and reminders are what keep me on track. Without external help to recall and use the right information in the right situations, I would never get anything done.