"You're over thinking it."

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I get that a lot.

As a little child I would often be asked (the Norwegian equivalent of) "Have you fell into a reverie?" - an expression that was so weird I always had to laugh, since I understood it literally and pictured it in my mind. In my tweens and teens I would often be asked if I was sad/sick/angry/in pain et c since no one could understand that I simply needed to be by myself and think about things. I have often been told that it isn't healthy to dwell on things or that I over think things. People just don't get the way my mind works.

I also have that source problem, Brusilov. I have few sources as lots of things are common knowledge to me.

I got caught in the proof thing many times. I found that things I consider common knowledge rarely are, and this goes way beyond school. I have had an analyst position where my knowledge was way beyond the people supervising me. It was a very stressful situation for me, because the gap between common knowledge I had and their ideas of proof was gaping. I think part of the problems sometimes is I just know to much, I am an information sponge, and I forget that this is rare.

Yeah, I agree that alot of teachers just assume now that students won't engage in any self-study or they won't be familiar with any material not included or too advanced for the curriculum. In earlier days of education much more emphasis was placed on rote memorization, learning facts, and accumulating large amounts of knowledge. Now, the core of the curriculum seems to be based around how good you are at going through the motions and routine of school. It doesn't seem to matter how much information you actually know as long as you prove you are good at turning in homework, working in a group, taking notes, and getting along with the teacher, etc. Studies show now that kids forget all information they learned after taking a test; they memorize the information only on a short-term basis just to complete the lesson. Really, kids are just learning because it is required and not because they actually like it. And all they are learning is how to go through the motions so that they can function in an adult job. Teachers couldn't believe that a kid was actually learning on his own instead of spending his time "socializing."

Intelligence and knowledge was secondary in my High School to being "good" at school and being highly functional within the system. For example, my grades were hurt because it was harder for me to find a study partner or a partner for groupwork. Popular kids had an easier time "pairing up" and could reciprocate with eachother to assist in lessons. It was hard for me to do things like ask the teacher for assistance or get along with teachers and classmates. The kids who could function better in the classroom environment had an edge. Even though I had more book-learning, they were better at "playing the system."

In my advanced classes, they were even taking emphasis away from things like the arts and instead focusing on things like leadership skills to help develop business leaders. They scaled back language and history and instead foucsed on accelerating the rate at which they introduced more advanced sciences and maths. Much emphasis was focused on teamwork and mentoring younger students(which was awful and miserable for me.) They wanted to redirect us in the business/industrial path, but to do so they had to eliminate the liberal arts.

I have ADD official, my gift is not math, it's Quantum Physics, but not really important. What your looking for is a response. This is my responces, 1. Over-thinking infers irrational thought, mine are fact based rational thoughts. 2. My Psyc told me I wasn't over-thinking, everything is reletive, you think you might be under-thinking? 3. We all have different neurological distributions, of peptides (slow), amino acid (fast), and amines (fast) neurotransmitters, not to mention the differnence in structures. What do you think might happen if your focus was used an amino acid transmitter, etc.? 4. When they were passing out brains, I pick the bigest and best they had, It just didn't fit our one size fits all society.

A good response..."Well at least I AM thinking about it".

If thinking about the details of something allows you to understand it, then do it. I'm quite often told that I over think things but I know that my brain is thinking no more or no less than it needs to to comprehend the task, question or situation that I'm dealing with.

As long as you don't dwell on the bad things (like bad social interractions, for example) it shouldn't be an issue.

I get told by people that I think too much, or that I over think things. I have to do a lot of thinking to get myself through life. If I didn't think, I'd be making a lot of stupid mistakes. It's better to over think, than it is, not to think, at all.

I've been told to move on but it's hard when you have obsessive thinking. Only way I let it out is talking about it. I save that for IMs or talk about it to my husband. A few times I would dump this stuff on the forums like I did about my ex and about my diagnoses and about my issue I had here, I dumped that elsewhere.

I am frequently told I am over thinking things as well. It can be very annoying because as often as people complain that I over think, they praise me for being so "smart" and amazingly observant. The most frustrating thing about it is that they can not see that my my overthinking and my "smartness" are one and the same.

I usually just sarcastically agree and leave but when I am particularly annoyed I explain that I am not overthinking anything and that my mind must stay more active than theirs or I will go mad with boredom. I then talk about animals and subtly, or not so subtly compare the mind of the offending party to that of a content cow chewing cud.

over- thinking or not thinking at all.......

hear those a lot.

Yeah I'm bad at maths and I also have bad verbal/communicational skills.