There is a sure way to tell if a given student will be successful in his work with SuperMemo or not. If he finds pleasure in long-lasting sessions with repetitory work, he is bound to do terrific job. Despite what meets the eye at first, SuperMemo repetitions do not have to be monotonous. Here is a couple of examples of extra activities that accompany repetitions and provide a splendid ground to make the work with SuperMemo interesting and challenging:

  • Modification of items that do not seem to comply with the principles of simplicity and univocality.

  • Removal of items that no longer seem worth remembering.

  • Cross-analysis of the knowledge system, in order to eliminate discrepancies or redundancy. Note that not all sorts of redundancy are undesirable. For example, having the same foreign word twice in a knowledge system introduces unnecessary noise in the optimization process; however, having the same word in different contexts might increase its semantic associativeness, and increase A-factors (in SuperMemo, E-factors) in all related items.

  • Adding items.

  • Analysis of the repeated items:
    1. What does a given fact or rule imply? Does it agree with other facts I know?

    2. In what situations can I use the knowledge I learn? What will the profit or satisfaction be?

    3. In what situation did I find that I should remember the given item? Was I really able to make use of knowing it?
  • Inspecting statistical data used in monitoring the student's progress, etc.

If the repetition process appears to be tedious and monotonous, the student must seriously reconsider all the earlier mentioned prerequisites of success. Lack of enthusiasm is the first symptom of misguided application of the method. On the other hand, if reasonably and consequently applied, SuperMemo appears to be quite addictive, and you will find it absolutely indispensable for your personal and professional success.