Quote Originally Posted by Megatrop View Post
I have experienced this difficulty with my own Calculus teacher, and some of her identicals (maybe?), who were able to perform all tasks they were assigned to but I could see their lack of understanding of the essence of it. I think Calculus (and Physics very often) is a good example of what I mean, and most people I know have a really hard time understanding it, which surprised me when I was presented it (It isn't difficult at all). Maybe some educational background may help in this case.
So 1D Nes have trouble with this. But so do most people you know. You’ve broadened the experimental group to a point it starts to lose its meaning. Some years ago a job that put me through college was part-time helping m.d.s with their reseach papers. Months later I could talk on and on about gestational issues integrated from semantically-charged specialized books. I bring this up because of the link you provided. Exposure plays a role. Holding a piece of information contained in a term enough for sustainability (the way you want to present the appearance of Ne in the link) falls under working memory and I could make a case for that being Te-related. (And not to pick on you, you mistook end-result Si with source-Si. I’ve just remembered that now that you mention grasping the essence of things).