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Master Mental Ability

The most powerful reasoning companion for your students.

Your classes teach the method. Daily practice makes it theirs.

Built by Vineesh

Educator · Author · B.Tech - IIT Delhi

Twenty years of experience, built into an app.

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Meet Riya

Riya never misses a class.

She follows every step and trick on the board. She nods. It all makes sense.

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9 pm, the same evening

Same topic. Timed mock. Blank.

We call it the Familiar Feeling: it all looks known, and nothing comes out. Following a solution and solving the question yourself are two different skills.

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Why it happens

Watching someone solve it is not the same as solving it yourself.

A class builds the road from the board to the answer. The exam starts from a question, on a road the student has never walked alone.

Practising recall beat re-reading two days and a week later. [1]

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The turn

Reasoning is a skill. It is built through practice.

Nobody becomes a cricketer by watching a match. Cricketers practise in the nets every day, and play a match at the weekend.

Your classes are the coaching. The app is the nets.

An illustration, not a timetable.

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But not just any practice

Repeating is not training. Deliberate practice is.

  1. 1At the student's levelHard enough to stretch, never hopeless.
  2. 2Try firstAnswer before seeing the solution.
  3. 3Feedback at onceRight or wrong, right now, not next week.
  4. 4Fix the methodSay how you solved it, then compare.
  5. 5Come back laterMeet it again after a gap.

Then repeat, a little harder.

Deliberate practice: [2]. Its limits: [3].

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What the app does, every day

Five scientifically proven methods.

Recall

Students answer before they see the solution, so they practise getting the idea out. [1]

Spacing

Each question comes back after a gap, not all at once. [4]

Interleaving

Topics come mixed, as they do in the paper, so students learn to pick the method, not just use it. [5]

Adaptive level

Harder as they improve, easier when they slip. At the edge of their level, students get absorbed: what Csikszentmihalyi called flow. [6]

Settle In, before every session

A short meditation to settle the chaotic mind and bring it to focus. Students who meditated briefly before a lecture remembered more of it. [7]

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Inside one session

Twenty minutes. Every step is deliberate.

  1. 1Settle InA short meditation to settle the chaotic mind and bring it to focus.
  2. 2Answer firstThe solution appears only after they commit.
  3. 3Explain the methodOn harder questions, they put their method into words, then see ours.
  4. 4The level keeps paceAlways at the right step, never a wall.
  5. 5It comes backEvery answered question is scheduled to return before it fades.
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Whatever you coach

One skill sits under every paper your students sit.

Reasoning, in every one of these papers.

Railways and SSC
RRB NTPCGroup DALPSSC CGLCHSLMTSGDCPO
Defence, police, banking
SSB OIRAFCATState PoliceBank POClerk
School and college
NMMSJNVSTOlympiadsCUETCLATCATPlacements
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Fair warning

Between your classes, nobody is watching.

And your students already have a phone full of free PDFs.

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The way out

PDFs give material. This gives the practice.

The right question at the right time, every day. Your teachers keep teaching. The app supports the daily practice.

  • Works offline. On Android the questions live on the phone. Practice needs almost no data, just a short online check once a week.
  • Twenty minutes. A short session a day, at a time that suits the student.
  • Also fully in Hindi. Every question, option and solution.
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Three weeks later. Next mock.

Question 14 again, in a new form. She knows the move.

TakeawayYour class gives the method. Daily practice makes it hers.
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This Diwali

Give your students the gift of practice.

Contact Vineesh

+91 79735 02255
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Your classes teach the method. Twenty minutes of daily practice on their own phone makes it theirs. Nothing changes in your classroom.

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Sources

  1. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17(3), 249-255.

    In lab experiments with US university students, practising recall from memory led to better memory two days to a week later than re-reading the same material again, even though re-reading made students feel more confident.

  2. Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406.

    Deliberate practice, effortful practice designed to improve, comes from research on how experts train.

  3. Macnamara, B. N., Hambrick, D. Z., & Oswald, F. L. (2014). Deliberate practice and performance in music, games, sports, education, and professions. Psychological Science, 25(8), 1608-1618.

    In school subjects, practice explains less of the difference between learners than in music or chess. So this is how to practise well, not a promise of rank.

  4. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks. Psychological Bulletin, 132(3), 354-380.

    Spreading study across separate sessions beats cramming the same time into one; for a test a week later, a one-day gap between two sessions was best, but for tests months away the best gap is weeks, not a day.

  5. Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C.-N. (2020). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology, 112(1), 40-52.

    In a trial across 54 Class 7 maths classes, mixed practice scored 61% on a test a month later; blocked practice, 38%.

  6. Keller, J., & Bless, H. (2008). Flow and regulatory compatibility: an experimental approach to the flow model of intrinsic motivation. Personality and Social Psychology Bulletin, 34(2), 196-209.

    In two experiments, matching a task's demands to the person's skill caused more flow: deep involvement in the task, felt as rewarding.

  7. Ramsburg, J. T., & Youmans, R. J. (2014). Meditation in the higher-education classroom: meditation training improves student knowledge retention during lectures. Mindfulness, 5(4), 431-441.

    In three experiments, students who meditated briefly before a lecture remembered more of it; their mood and relaxation did not change.