- Aug 2024
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en.wikipedia.org en.wikipedia.org
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Aliens in the plot "hide between saccades".
We can equate this to the way politicians actively treat their constituents when they play the hypocratic game of "do as I say not as I do".
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we know from Lab studies that children understand the meaning of stuff at first or second or third site you
for - neuroscience - children's understanding - 3 examples is enough to consolidate new concept
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human beings are good at getting distracted at mentally drifting away doing something else and thereby thereby understanding the world and give meaning to stuff
for - neuroscience - human understanding - what makes us excel? - forgetting and getting distracted!
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- Jul 2024
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niklas-luhmann-archiv.de niklas-luhmann-archiv.de
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This also means that one cannot think without making allowances for differences.
9/8g The card index technique is based on the experience that one cannot think without writing – at least not in demanding, selectively accessing memory-based contexts.
This also means that one cannot think without making allowances for differences.
I like this slightly more differentiated instantiation for thinking better than Ahren's assertion that one can't think without writing. Luhmann qualifies it over and above Ahrens who elides meaning if this was the source he may have been tangentially referencing. (Was it an explicit reference? check...)
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- Jun 2024
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Local file Local file
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is one in which death isacknowledged, with no aversion or discomfort, to exist inherently in the defining nature of livingcreatures.
Personal, nuanced interpretation
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Whilst Stephen’s early attitude to death denotes his submission to authority, Joana’s earliestattitudes declare her deviation from social normality.
Big contrast sentence between the two characters
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Stephen’sattitude to death is consequently important in his early characterisation, for it both reflects theinfluence of Catholic doctrine upon him and, in his assimilation of Catholic principle into hisevery-day life and the suggested superficiality of his understanding, implies his dutifulness tosurrounding authority.
Concluding sentence of main point
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s expressed by Héléne Cixous, young Stephen initially struggles “to be acceptableto the others™:
Quote used as a bouncing pad to not need to construct the argument from scratch
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Tn both his alignment withCatholic principle and his anxious completion of duties, one perceives a desperation to avoid anyform of transgression, reflecting, perhaps, his state of vulnerability during his early days atClongowes.
Connecting eagerness to another perspective: he wants to avoid transgression, and it reflects his state of vulnerability from his past. Indicating that this vulnerability has affected him long-term.
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y reflecthis eagerness to serve and abide to the Law'* that surrounds him.
Builds off the argument about his character with another characteristic (that may either coexist or serve as an alternative explanation to Stephen's character)
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betray Stephen’s lack of any real, profound understanding of the weight and meaning of thismoral incentive.
the MAIN character point that this essay is trying to demonstrate via. the implications of Stephen's attitudes towards death
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appearing to a reader as irrational and extreme
Added bonus of effect on audience
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he simplicity and matter-of-factness with which Stephenassimilates the fear of spiritual death into his nightly routine, and his inherent belief that failureto complete his duties will condemn him to hell,
Real examples from the story to back it up
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However,there is a discrepancy in severity between the every-day, straight-forward tasks listed and theconcluding reference to hell and death and, despite this, Stephen treats these elements incombination, indiscriminately.
This becomes a logical argument of just meaning. Just meaning. Rational deduction of what Stephen is based on his actions and associations
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that Catholic doctrine has been ingrained within him:
One kernel of truth/ answer to the RQ (characterization) pulled out. However, there is another main point!
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This fear of damnation is directly associated withStephen’s Catholic context, for, within the Catholic paradigm, physical death will be succeededby eternal punishment if one has committed severe transgressions.
An explanation of the context needed to understand WHY he may fear these things
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Importantly, Stephen’s firstdirect reference to death is aligned with Catholic doctrine:
This introduction sentence for the quote LINKS the concept of death to religion (Catholic Doctrine) which primes the reader to understand the implications he/she writes about of the quote.
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aeon.co aeon.co
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understanding intelligent behaviour – as a direct interaction between organisms and their world
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- May 2024
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www.youtube.com www.youtube.com
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When you catch and idea, you see it in your mind's eye, and you feel it, and you can hear it. And then you write that idea down on a piece of paper, and you write it down in such a way that when you read it, the idea comes back in full.<br /> —David Lynch 3:05
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www.univ.ox.ac.uk www.univ.ox.ac.uk
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for - critique of - Gene Centricity - Denis Noble
from - youtube -Evolution 2 Podcast Interview - Denis Noble - Book - Understanding Living Systems - https://hyp.is/-EuWvBYHEe-t9xtn9h1dhA/docdrop.org/video/oHZI1zZ_BhY/
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www.nature.com www.nature.com
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for - recombination of proteins in higher level proteins - from - youtube - Evolution 2 podcast interview - book - Understanding Living Systems - Denis Noble - Ray Noble
from - youtube - Evolution 2 podcast interview - book - Understanding Living Systems - Denis Noble - Ray Noble - https://hyp.is/OttWABYFEe--gLNFyeNyTw/docdrop.org/video/oHZI1zZ_BhY/
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we also challenge in the book The Very concept of selfishness itself
for - book - Understanding living systems - challenging selfishness - critique - of Richard Dawkins' Selfish Gene
- Ray Noble points out a contradiction in Richard Dawkin's use of the word selfish in his "Selfish gene".
- Unless there is purposefulness, choice and agency, there cannot be any concept of selfishness
- Ray Noble points out a contradiction in Richard Dawkin's use of the word selfish in his "Selfish gene".
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for - Denis Noble - Ready Noble - evolutionary biology - critique of Richard Dawkins Selfish Gene theory - critique of gene centrism - book - Understanding Living Systems - human agency
summary - In this informative interview, brothers Denis and Ray Noble discuss their new book - Understanding Living Systems, and - dispel the 70 year old narrative of Gene centrism and the selfish gene as determining the high level behaviour of living organisms
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english.tau.ac.il english.tau.ac.il
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for - Oded Rechavi - neurobiology - gene centrism - critique - from - youtube podcast interview - book - Understanding Living Systems - Ray Noble - Denis Noble
summary - Rechavi performed experiments with C Elegan and demonstrated that it possesses a type of neuron that - produces RNA that in response to elevated temperature change is transmitted to reproductive cells so that the offsprings encode it in the genome, and it is better adapted to deal with elevated temperatures
question - How many species do this? Is it generally found throughout nature?
from - outube podcast interview - book - Understanding Living Systems - Ray Noble - Denis Noble - https://hyp.is/OUlGVBXrEe-iaBeZhH_4DQ/docdrop.org/video/oHZI1zZ_BhY/
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four 00:08:25 major common misunderstandings that have infected our understanding of what it is to be a living system
for - molecular biology - paradigm shift - living system - 4 common misunderstandings - book - Understanding Living Systems - 4 common misunderstandings
4 common misunderstandings of living systems - 1. The central dogma of molecular biology - one way causation - Genes (DNA) to - proteins to - organism - 2. The Weismann Barrier - 3. DNA as self-replicator - 4. Separation of Replicator (DNA) and Vehicle (Living cell) are completely separate
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biology Beyond The 00:00:19 genome
for - book - Biology Beyond the Genome - author - scientist - biologist - Denis Noble - book - Understanding Living Systems
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- Apr 2024
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link.springer.com link.springer.com
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the concept of expansive learningis an analytical rather than a descriptive or norma-tive one
This smells like a strong warning on the scope of Holzkamps concept, but how exaclty - what does this really mean?
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Local file Local file
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We quote because we are afraid to-change words, lest there be a change in meaning.
Quotations are easier to collect than writing things out in one's own words, not only because it requires no work, but we may be afraid of changing the original meaning by changing the original words or by collapsing the context and divorcing the words from their original environment.
Perhaps some may be afraid that the words sound "right" and they have a sense of understanding of them, but they don't quite have a full grasp of the situation. Of course this may be remedied by the reader or listener not only by putting heard stories into their own words and providing additional concrete illustrative examples of the concepts. These exercises are meant to ensure that one has properly heard/read and understood a concept. Psychologists call this paraphrasing or repetition the "echo effect" (others might say parroting or mirroring) and have found that it can help to build understanding, connection, and likeability between people. Great leaders who do this will be sure to make sure that credit for the original ideas goes to the originator and not to themselves simply because they repeated it, especially in group settings where their words may have more primacy amidst their underlings.
(I can't find it at the moment, but there's a name/tag for this in my notes? looping?)
Beyond this, can one place the idea into a more clear language than the original? Add some poetry perhaps? Make the concept into a concrete meme to make it more memorable?
Journalists like to quote because it gives primacy of voice to the speaker and provides the reader with the sense that they're getting the original from which they might make up their own minds. It also provides a veneer of vérité to their reportage.
Link this back to Terrence's comedy: https://hypothes.is/a/xe15ZKPGEe6NJkeL77Ji4Q
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Description and illustration are^ comple-mentary, they give together a more complete picture than citherwithout the other.
Kaiser says that "description and illustration are complementary, they give together a more complete picture than either without the other" and this sentiment is similar to Mortimer J. Adler and Charles Van Doren's pedagogy of restatement and providing concrete examples a means of testing understanding.
See: - https://hypothes.is/a/RgUa-mOcEe6PChv_seYXZA - https://hypothes.is/a/B3sDhlm5Ee6wF0fRYO0OQg
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- Feb 2024
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standards.ieee.org standards.ieee.org
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The IEEE RAC is not aware of any cases, but if MAC-48 is used asthe name for any 48-bit MAC address, then EUI-48 is not the appropriatereplacement term for MAC-48, as EUI-48 only refers to individual,universally/globally unique network addresses.
Read this text with emphasis on "any". I.e. the term "MAC-48" also includes locally administered MAC addresses (U/L bit set to 1), EUI-48 doesn't.
Unfortunately, there doesn't seem to be a term like "MAC-64" to refer to same for a EUI-64.
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datatracker.ietf.org datatracker.ietf.org
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a personal firewall at the target host would not be able to mitigate this probing technique
Couldn't the personal firewall just respond with the same ICMP messagt to unsolicited packets? Although it would still decrease the hop count by one. But the sender (the personal firewall) can just increase the hop limit by that number.
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URL
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- Jan 2024
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datatracker.ietf.org datatracker.ietf.org
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lifetime of an address should be further reduced when privacy-meaningful events (such as a host attaching to a different network, or the regeneration of a new randomized Media Access Control (MAC) address) take place
Isn't the address deleted in an event of a network disconnect anyway? Hmm, Linux has keep_addr_on_down sysctl option.
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Local file Local file
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This is why choosing an external system that forces us todeliberate practice and confronts us as much as possible with ourlack of understanding or not-yet-learned information is such a smartmove.
Choosing an external system for knowledge keeping and production forces the learner into a deliberate practice and confronts them with their lack of understanding. This is a large part of the underlying value not only of the zettelkasten, but of the use of a commonplace book which Benjamin Franklin was getting at when recommending that one "read with a pen in your hand". The external system also creates a modality shift from reading to writing by way of thinking which further underlines the value.
What other building blocks are present in addition to: - modality shift - deliberate practice - confrontation of lack of understanding
Are there other systems that do all of these as well as others simultaneously?
link to Franklin quote: https://hypothes.is/a/HZeDKI3YEeyj9GcNWKX4iA
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- Dec 2023
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Local file Local file
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“I do all my own research,” she said, “though reviewers have speculatedthat I must have a band of hirelings. I like to be led by a footnote ontosomething I never thought of. I rarely photocopy research materials because, for me, note-taking is learning, distilling. That’s the whole essence ofthe business. In taking notes, you have to discard what you don’t need. If you[photocopy] it, you haven’t chewed it.”
Sounds similar to Umberto Eco's admonition about photocopying: https://hypothes.is/a/U3Sg_r0ZEe25T2tD3U-nmw
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- Oct 2023
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markgrabe.substack.com markgrabe.substack.com
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Careful attention to Shank’s explanation of the value and role of stories is recognition that it is not the stories alone that are important, but the combination of indices and stories. The combination is important, but in addition, it is personalized through the imposition of an indexing approach that creates this productive system. Perhaps thinking about experiences searching for understanding can be translated as indexing.
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danallosso.substack.com danallosso.substack.com
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I'm not so much saying Adler and Van Doren were trying to prevent readers from coming to grips with the unresolved issues of American history illustrated in this example. But I am suggesting that the idea that there's a "message" in these foundational texts and they know what it is and our job is to find out, is flawed. Too deterministic, too hierarchical, too supportive of a master narrative that needs to be challenged so truth can be appreciated in its complexity.
Amen!
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delong.typepad.com delong.typepad.com
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Youmust apprehend the unity with definiteness. There is only oneway to know that you have succeeded. You must be able totell yourself or anybody else what the unity is, and in a fewwords. ( If it requires too many words, you have not seen theunity but a multiplicity. ) Do not be satisfied with "feeling theunity" that you cannot express. The reader who says, "I knowwhat it is, but I just can't say it," probably does not even foolhimself.
Adler/Van Doren use the statement of unity of a work as an example of testing one's understanding of a work and its contents.
(Again, did this exist in the 1940 edition?)
Who do McDaniel and Donnelly 1996 cite in their work as predecessors of their idea as certainly it existed?
Examples in the literature of this same idea/method after this: - https://hypothes.is/a/TclhyMfqEeyTkQdZl43ZyA (Feynman Technique in ZK; relationship to Ahrens) - explain it to me like I'm a 5th grader - https://hypothes.is/a/BKhfvuIyEeyZj_v7eMiYcg ("People talk" in Algebra Project) - https://hypothes.is/a/m0KQSDlZEeyYFLulG9z0vw (Intellectual Life version) - https://hypothes.is/a/OyAAflm5Ee6GStMjUMCKbw (earlier version of statement in this same work) - https://hypothes.is/a/iV5MwjivEe23zyebtBagfw (Ahrens' version of elaboration citing McDaniel and Donnelly 1996, this uses both restatement and application to a situation as a means of testing understanding) - https://hypothes.is/a/B3sDhlm5Ee6wF0fRYO0OQg (Adler's version for testing understanding from his video) - https://hypothes.is/a/rh1M5vdEEeut4pOOF7OYNA (Manfred Kuenh and Luhmann's reformulating writing)
Tags
- knowledge scaffolding
- Feynman Technique
- elaboration
- writing for understanding
- reformulating writing
- pedagogy
- people talk (pedagogical device)
- elaborative rehearsal
- writing to test understanding
- maintenance rehearsal versus elaborative rehearsal
- testing understanding
- unity of a work
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- Sep 2023
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www.youtube.com www.youtube.com
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08:00 True mastery lies in flow, where action is not forced (Musashi on flow)
09:00 harmonising mind, body, and universe, as way to reach flow & detachment
- see zk on following natural interest, our following the quickening of the spirit, as a process of understanding and harmony
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delong.typepad.com delong.typepad.com
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There is one other test of whether you understand the proposition in a sentence you have read. Can you point to some experience you have had that the proposition describes or to which the proposition is in any way relevant?
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Many mnemonists often recommend that one should understand an idea fully before committing it to memory, usually because it is much easier to memorize if it's fully understood first.
suggested by: https://hypothes.is/a/Jme3bFmlEe6_VYfaZGQf9Q
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"State in your own words!" That suggests the best test we know for telling whether you have understood the proposition or propositions in the sentence.
Does this idea exist in the 1940 edition of the book?
Very similar to the advice inherent in the Feynman technique or that suggested by the research summarized by Sonke Ahrens in How to Take Smart Notes.
cross reference: - https://hypothes.is/a/iV5MwjivEe23zyebtBagfw - https://hypothes.is/a/B3sDhlm5Ee6wF0fRYO0OQg (Adler testing using statement in own words and a concrete example.)
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web.archive.org web.archive.org
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I should perhaps also note that I try, whenever possible, not to collect raw quotes or information simply copied from the Internet or from books, but to write excerpts or summaries in my own words on the basis of my reading. Luhmann called this "reformulating writing" and argued that such an approach is most important for one's own intellectual life.
Quote for "reformulating writing"? Date? Does it predate the so-called Feynman technique?
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I used to give oral examinations at St John's in Chicago and one of the one of the reasons why an oral examination is so much better than the written examination is the professor can never in a written examination say to the student what did you mean by these words 00:47:05 but in oral examination a student often repeats words he's read in the book and you're saying now Mr Jones what you just said is exactly what Hobbs said or what Darwin or 00:47:18 lock said now tell me in your own words what Locke or Hobbes or Darwin meant and then the student has remembered the words perfectly can't tell you in his own words no and you know he has he has noticed of the sentence right he's just 00:47:30 memorized or sometimes he actually can do it and then you say that's very good Mr Jones but now give me a concrete example of it yeah and he failed to do that guy those are the two tests I've always used to be sure the student really grasps the meaning of the key 00:47:42 sentence
Mortimer Adler gave oral examinations at St. Johns in which he would often ask a student to restate the ideas of writers in their own words and then ask for a concrete example of that idea. Being able to do these two things is a solid way of indicating that one fully understands an idea.
Adler and Van Doren querying each other demonstrate this once or twice in the video.
related: - https://hypothes.is/a/rh1M5vdEEeut4pOOF7OYNA - https://hypothes.is/a/iV5MwjivEe23zyebtBagfw
Where does this method sit with respect to the Feynman Technique? Does this appear in the 1940 edition of Adler's book and thus predate it all?
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Recent work has revealed several new and significant aspects of the dynamics of theory change. First, statistical information, information about the probabilistic contingencies between events, plays a particularly important role in theory-formation both in science and in childhood. In the last fifteen years we’ve discovered the power of early statistical learning.
The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.
The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.
Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.
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proof of effort: How can teachers know that students have done the work?
Hypothes.is is an example of a tool which shows reading effort.
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- Aug 2023
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This set of books is offered not merely as an object uponwhich leisure may be expended, but also as a means to thehumanization of work through understanding.16
Purpose of the Great Books of the Western World
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quoteinvestigator.com quoteinvestigator.com
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Upton Sinclair ran for Governor of California in the 1930s, and the coverage he received from newspapers was unsympathetic. Yet, in 1934 some California papers published installments from his forthcoming book about the ill-fated campaign titled “I, Candidate for Governor, and How I Got Licked”. Emphasis added to excerpts by QI:[1] 1934 December 11, Oakland Tribune, I, Candidate for Governor and How I Got Licked by Upton Sinclair, Quote Page 19, Column 3, Oakland, California. (Newspapers_com) I used to say to our audiences: “It is difficult to get a man to understand something, when his salary depends upon his not understanding it!”
via https://quoteinvestigator.com/2017/11/30/salary/
Some underlying tension for the question of identity/misinformation and personal politics vis-a-vis work and one's identity generated via work.
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- Jun 2023
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healthyselfesteem.org healthyselfesteem.org
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We live in a society that emphasizes glamour and sex appeal. That is why most of us strive to achieve external beauty, but oftentimes we lose our uniqueness in the process.
so this passage explicitly mentions "external beauty", BUT if we're to consider beauty in its truest essence, then i wonder if this statement is a bad thing. after all, beauty is essentially harmony and balance (which explains why individuals with symmetrical features are considered attractive). all of us strive for beauty, but in doing so, we may lose what makes us unique because beauty favors uniformity.
this is fascinating to me because uniformity adheres to a standard, which is important for regulating randomness (opposite of this is pattern and we LOVE patterns because it is discernible which means it is safer), and fostering a shared understanding of the world. and this shared understanding of our world is really important to us as humanity. this is how we evolve together. this collective perception only happens through that concept of beauty (or form and structure, harmony and balance).
nowadays, we shifted and value individualism more. this excessive individualism has promoted different perspectives on the world which contributes to conflicts. ultimately, extremes on both ends of the spectrum (uniformity or individualism) are detrimental, so striking this balance between them is crucial for progress and unity among people.
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www.semanticscholar.org www.semanticscholar.org
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We strongly advocate conducting future studies to evaluate the performance of LLMs in annotating other linguistic phenomena
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www.lrb.co.uk www.lrb.co.uk
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Early modern jokes can be bewildering. It’s been argued that finding a joke you don’t understand in the sources can be the first step to unlocking the ways in which a society is different to ours, though that’s also the kind of thing you might say after reading one too many jestbooks and wondering what the punchlines mean.
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- May 2023
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www.youtube.com www.youtube.com
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Within the pantheon of types of notes there are: - paraphrasing notes, which one can use to summarize ideas for later recall and review as well as to check one's own knowledge and understanding of what an author has said. - commentary notes, which take the text and create a commentary on them, often as part of having a conversation with the text. These can be seen historically in the Midrashim tradition of commenting on Torah.
separately also: - productivity notes - to do lists, reminders of work to be done, often within or as part of a larger complex project
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- Mar 2023
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forum.zettelkasten.de forum.zettelkasten.de
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I found the format of these Hypothes.is notes to be much more readable than the notes on the same topic in Evernote.
https://forum.zettelkasten.de/discussion/comment/17617#Comment_17617
There is definitely something here from a usability (and reusability) perspective when notes are broken down into smaller pieces the way that is encouraged by Hypothes.is or by writing on index cards.
Compare: - ://www.evernote.com/shard/s170/sh/d69cf793-1f14-48f4-bd48-43f41bd88678/DapavVTQh954eMRGKOVeEPHm7FxEqxBKvaKLfKWaSV1yuOmjREsMkSHvmQ - https://via.hypothes.is/https://www.otherlife.co/pkm/
The first may be most useful for a note taker who is personally trying to make sense of material, but it becomes a massive wall of text that one is unlikely to re-read or attempt to reuse at a later date. If they do attempt to reuse it at a later date, it's not clear which parts are excerpts of the original and which are the author's own words. (This page also looks like it's the sort of notes, highlighting, and underlining recommended by Tiago Forte's Building a Second Brain text using progressive summarization.)
The second set, are more concrete, more atomic, more understandable, and also as a result much more usable.
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www.youtube.com www.youtube.com
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Learning has to be knowledge. 00:10:07 And learning has to be based on understanding. And what you understand you can absorb, internalize and it becomes knowledge. What you know, you don't forget. You can block something that you know, but not forget.
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www.newyorker.com www.newyorker.com
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An article about contemporary philosopher Agnes Callard
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- Feb 2023
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Local file Local file
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When dealing withimperfect models and data, it is beneficial to integratethe Bayesian approach with physics-informed learningfor uncertainty quantification, such as Bayesian PINNs(B- PINNs) 107 .
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www.politifact.com www.politifact.com
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Moran said the codes themselves may end up limiting the reach of misinformation. As they get more cryptic, they become harder to understand. If people are baffled by a unicorn emoji in a post about COVID-19, they might miss or dismiss the misinformation.
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www.edwinwenink.xyz www.edwinwenink.xyz
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What we ultimately should care about is being able to use our knowledge to produce something new, whatever that may be. To not merely reproduce you must understand the material. And understanding requires application, a hermeneutic principle that particularly Gadamer worked out extensively. If you really want to measure your level of understanding, you should try to apply or explain something to yourself or someone else.
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This points to perhaps the most dangerous pitfall of note-taking. It’s very tempting to convince yourself you are learning just because you are writing down - in the sense of passively recording - what someone else says or writes.
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www.reddit.com www.reddit.com
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Rookie question: Part of my knowledge database is based on the Zettelkasten method, i.e. I have concept-oriented, atomic notes that are linked to each other. I don't, however, however use IDs and neither the Folgezettel method.
Example of someone (u/HerrRey) who defines zettelkasten as "concept oriented, atomic notes that are linked to each other", but who doesn't use or exclude "IDs or the folgezettel method". Interestingly they feel like they're not getting the "big picture" of their work.
Is there an affordance in these missing pieces that prevents them from seeing the big picture because of what they're missing? Is it just neurodiversity? Are they not creating outputs which connect the small to the big, and thus missing it that way?
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docdrop.org docdrop.org
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This process has as much todo with taking ownership of ideas as it does with apps.
Too many in the productivity porn space focus on the apps and the potential workflows without looking at the question "why" at all. It's rare that any focus on understanding or actual output.
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- Jan 2023
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www.reddit.com www.reddit.com
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I'd recommend a Book-to-Maincard approach for this (instead of the 2-step Bibcard Method). And I'd recommend Reformulation notes (i.e., summarization notes) instead of Excerpts.
reply to u/sscheper at https://www.reddit.com/r/antinet/comments/10o4jnl/comment/j6ii64d/?utm_source=reddit&utm_medium=web2x&context=3
Is this about as close as Scott Scheper comes to recommending taking Cornell Notes?!? 😂
Let's be honest that this is roughly what this (and Bibcards) ultimately is. You take some general notes on a lecture (book or other material) as a sense making tool to help you better understand the material. You write down some bits you want to remember and use for some brief spaced repetition perhaps. You write down some pointed questions to help review for a test later. The subtle difference is that Cornell notes were designed to do the sense making, summary, and repetition portions well for students and learners, but didn't focus as much on the longer tail of knowledge creation using analysis, and synthesis. To fill in the last mile for your card index, take the best idea(s) (maybe one or two at most) and flesh it out to create a useful maincard.
If it's useful try some 8 x 12" paper for your lecture notes, and take them Bibcard or Cornell Notes style. Once you've excerpted your main card notes, you can fold your sheet in half twice and file it with your Bibcards, naturally taking care to have the paper's spine face up to prevent other slips from becoming lost in between. (This obviously works best for those using 4 x 6" index cards though if you're in the 3 x 5" camp, then use 6" x 10" sheets for folding.) For those with middle grades or high school students, this may be a more profitable method for introducing these methods to their study, learning, and creation patterns.
Summary: Cornell Notes can be an excellent method for capturing session-based fleeting notes and distilling them down into permanent notes. Cornell Notes focus on the lower levels of Bloom's Taxonomy rather than the broader spectrum that a zettelkasten method might.
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www.thecossackreview.com www.thecossackreview.com
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Now I understand the artists I love, no matter their medium, because I would write even if I never published a word. I have to write. It’s the only way I can figure anything out. So, maybe all those years of misery and dread were what I needed to overcome, and if so, totally worth it.
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Like any journal, Thoreau’s is repetitive, which suggests naturalplaces to shorten the text but these are precisely what need to be keptin order to preserve the feel of a journal, Thoreau’s in particular. Itrimmed many of Thoreau’s repetitions but kept them wheneverpossible, because they are important to Thoreau and because theyare beautiful. Sometimes he repeats himself because he is drafting,revising, constructing sentences solid enough to outlast the centuries.
Henry David Thoreau repeated himself frequently in his journals. Damion Searls who edited an edition of his journals suggested that some of this repetition was for the beauty and pleasure of the act, but that in many examples his repetition was an act of drafting, revising, and constructing.
Scott Scheper has recommended finding the place in one's zettelkasten where one wants to install a card before writing it out. I believe (check this) that he does this in part to prevent one from repeating themselves, but one could use the opportunity and the new context that brings them to an idea again to rewrite or rework and expand on their ideas while they're so inspired.
Thoreau's repetition may have also served the idea of spaced repetition: reminding him of his thoughts as he also revised them. We'll need examples of this through his writing to support such a claim. As the editor of this volume indicates that he removed some of the repetition, it may be better to go back to original sources than to look for these examples here.
(This last paragraph on repetition was inspired by attempting to type a tag for repetition and seeing "spaced repetition" pop up. This is an example in my own writing practice where the serendipity of a previously tagged word auto-populating/auto-completing in my interface helps to trigger new thoughts and ideas from a combinatorial creativity perspective.)
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Tobeuseful,thenotestakenatmedicallecturesshouldbeasummaryonly;noattempt shouldbemadetotakeaverbatimreport
Verbatim notes are not the goal.
The idea of note taking as a means of sensemaking and understanding is underlined in an 1892 article in a shorthand magazine whose general purpose was to encourage shorthand and increasing one's writing speed, often to create verbatim records:
To be useful, the notes taken at medical lectures should be a summary only; no attempt should be made to take a verbatim report.
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This independent confirmation ofthe testimonythat Dr Gowers has personally borne to the helpfulness ofPhonography in his professional career, is peculiarlyvaluable, because there are still some able men in themedical world who discourage the practice of note- takingby students . Professor Struthers, for instance, is reportedto have said before the General Medical Council that" the student takes his notes, puts his book in his pocket,and walks out, knowing no more about the subject than amere reporter would do."
There's an interesting parallel between this example and that of the character of Socrates in Plato with respect to writing and memory.
Some take notes to increase understanding, while others might suggest that note taking decreases understanding. The answer to remedying the discrepancy is in using the proper process.
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www.reddit.com www.reddit.com
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But you should also be aware that current PKM theory has a hard-on for writing all your notes in your own words which, to me, seems like a limitation of "knowledge management" as compared to "information management". I'm fine excerpting and citing because some texts have better phrasing I could ever have.
"current PKM theory"? There is such a thing beyond zeitgeist?!
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Success in handling the human element, like success inhandling the materials element, depends upon knowledge of theelement itself and knowledge as to how it can best be handled.
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- Dec 2022
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en.wikipedia.org en.wikipedia.org
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In anthropology, Verstehen has come to mean a systematic interpretive process in which an outside observer of a culture attempts to relate to it and understand others.
Verstehen seems to have a similar semantic meaning for an "outsider" making an attempt to understand different (indigenous) ways of knowing.
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Verstehen (German pronunciation: [fɛɐˈʃteːən], lit. transl. "to understand"), in the context of German philosophy and social sciences in general, has been used since the late 19th century – in English as in German – with the particular sense of the "interpretive or participatory" examination of social phenomena.[1] The term is closely associated with the work of the German sociologist Max Weber, whose antipositivism established an alternative to prior sociological positivism and economic determinism, rooted in the analysis of social action.[2] In anthropology, Verstehen has come to mean a systematic interpretive process in which an outside observer of a culture attempts to relate to it and understand others.
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But Thamus replied, " Most ingenious Theuth, oneman has the ability to beget arts, but the ability tojudge of their usefulness or harmfulness to their usersbelongs to another ; and now you, who are the fatherof letters, have been led by your affection to ascribeto them a power the opposite of that which theyreally possess. For this invention will produce for-getfulness in the minds of those who learn to use it,because they will not practise their memory. Theirtrust in writing, produced by external characterswhich are no part of themselves, will discourage theuse of their own memory within them. You haveinvented an elixir not of memory, but of reminding ;and you offer your pupils the appearance of wisdom,not true wisdom, for they will read many thingswithout instruction and will therefore seem to knowmany things, when they are for the most part ignorant
and hard to get along with, since they are not wise, but only appear wise." pp 563-564
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www.reddit.com www.reddit.com
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Fact-based disciplines such as natural sciences have less potential for deeply linked, atomic zettel notes than arts and humanities. There is not much to discuss about or 'generate insight' on photosynthesis, algebra or network protocols if you are not a scientist.
Again note taking is the wrong tool for fact-based acquisition. Apparently this is not advice given in most sources. Spaced repetition and mnemonic methods are far better suited for memorizing and remembering basic facts.
Take notes on the surprising and unique. Take notes as writing you'll reuse later. Take notes to understand.
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www.youtube.com www.youtube.com
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Duolingo or whatever French and I had this idea well basically what it reminds me of is Stefan's Vig the Austrian
https://youtu.be/r9idbh-U2kM?t=3544
Stefan Zweig (reference? his memoir?) apparently suggested that students translate authors as a means of becoming more intimately acquainted with their work. This is similar to restating an author in one's own words as a means of improving one's understanding. It's a lower level of processing that osculates on the idea of having a conversation with a text.
tk: track this reference down. appropriate context?
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you’ll spend the beginning phases learning by readingbooks in brand new fields and noting down brand new ideas. You’ll mostlybe writing reformulation notes in this phase.
Yet another new name for a sub-type of notes, here he uses reformulation notes as a shorthand for the old advice to rewrite ideas you find in your own words. This advice is often suggested to accomplish two things: - avoid plagiarism - restatement of ideas in your own words is related to the Feynman Technique and assists one in learning and ensuring they understand the concepts
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the Antinet can serve both states. It can assist someone who’s in thegrowth state (without a clear end goal), and it can also assist someone who’sin the contribution state (with a clearly defined book or project).
This could be clearer and "growth state" and "contribution state" feel like jargon which muddles:
two of the broad benefits/affordances of having a zettelkasten: - learning and scaffolding knowledge (writing for understanding) - collecting and arranging material for general output
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- Nov 2022
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www.cisco.com www.cisco.com
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Schemas are chunks of multiple individual units of memory that are linked into a system ofunderstanding
How do Bransford, Brown, & Cocking (2000) define schemas? (Metiri Group, Cisco Sytems, 2008) As chunks of multiple individual units of memory that are linked into a system of understanding
What term is defined by Bransford, Brown, & Cocking (2000) to be "chunks of multiple individual units of memory that are linked into a system of understanding"? (Metiri Group, Cisco Sytems, 2008) Schemas.
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“[T]here is always a short word for it,”Rogers said. “‘I love words but I don’tlike strange ones. You don’t under-stand them, and they don’t understandyou. Old words is like old friends– you know ‘em the minute you see‘em.”17
17 betty roGerS, wiLL roGerS 294 (1941; new ed. 1979) (quoting Rogers).
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www.cold-takes.com www.cold-takes.com
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https://www.cold-takes.com/learning-by-writing/
Meh... generic process. Nothing broadly new here. The extended example is flawed because it's a broad thesis by a top level aggregator who doesn't have their own expert level experience (seemingly). Better to start from there, but delving more deeply into the primary literature of people who may have that experience.
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delong.typepad.com delong.typepad.com
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the front endpapers are oftenthe most important. Some people reserve them for a fancybookplate.
Adler and Van Doren indicate that outlining the arguments and structure of a book on its endpapers is a better and higher measurement of one's ownership of a text compared to a bookplate which only indicates the lower level of "financial" ownership.
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writing your reactions downhelps you to remember the thoughts of the author.
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Second, reading, if it is active, is thinking, and thinking tendsto express itself in words, spoken or written. The person whosays he knows what he thinks but cannot express it usually doesnot know what he thinks.
Active reading is thinking, and thinking requires expression which can come in many forms including both spoken and written ones.
I like that he acknowledges that expression (and thus thinking) can be done in both oral or written forms.
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3. Is THE BOOK TRUE, IN WHOLE OR PART?
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The tremendous pleasure that can come from readingShakespeare, for instance, was spoiled for generations of highschool students who were forced to go through Julius Caesar,As You Like It, or Hamlet, scene by scene, looking up all thestrange words in a glossary and studying all the scholarly footnotes. As a result, they never really read a Shakespearean play.
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The answer lies in an important and helpful rule of reading that is generally overlooked.That rule is simply this: In tackling a difficult book for the firsttime, read it through without ever stopping to look up orponder the things you do not understand right away.
Tags
- Mortimer J. Adler
- orality vs. literacy
- book ownership
- analytical reading
- outlining
- examples
- ownership
- reading for understanding
- quotes
- truth
- make up your own mind
- fake it until you make it
- reading practices
- William Shakespeare
- active reading
- writing for understanding
- understanding
- expression
- bookplates
Annotators
URL
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zettelkasten.de zettelkasten.de
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Zettelkasten with the complicated digestive system of a ruminant. All arbitrary ideas, all coincidences of readings, can be brought in. The internal connectivity then decides.
another in a long line of using analogizing thinking to food digestion.... I saw another just earlier today.
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- Oct 2022
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None of these notes wasever used in his writing; probably they were taken with no thoughtof specific use, but out of absorption in the American scene.
It's quite likely that one will take a large number of notes with no immediate goal or plan for use and this is completely acceptable. Often these notes go towards the more immediate goal of forming one's own understanding and setting of a broader tableau for material one will write in the future.
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the author must not merely articulate his sources; he mustdigest them. A long passage quoted or closely followed "remainsan undigested bit of foreign matter." "Over quotation may meanunder thought."
relatable to: https://hypothes.is/a/wIyvtm0oEeyNypNtc--Clw
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‘What tho’ his head be empty, provided his common-place book be full?’ sneered Jonathan Swift.
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Be ready, as soon as you have read or heard the thing, to repeat it exactly in as far as you want to fix it in your memory. If it is a book, do not leave it without being able to sum it up and to estimate its value. Ta
Sounds much like the Feynman technique and is quite similar to the advice of Sonke Ahrens.
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web.archive.org web.archive.org
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Anybody who writes knows you don’t simply write what you believe. You write to find out what you believe, or what you can afford to believe. So when I write something and it sounds good, I leave it in, usually, to see what it sounds like to someone else. To somebody else it might sound awful or brash, but I want to be able to have the courage of my brashness. I don’t leave things in that I know to be terrible, or that I don’t, as it were, find interesting—I don’t do that—but if there’s a doubt about it and it sounds interesting, I’ll leave it in. And I want to be free to do that, because that’s why I write. When I write, things occur to me. It’s a way of thinking. But you can perform your thinking instead of just thinking it.
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www.wired.com www.wired.com
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In the words of the cartoonist Dick Guindon:Writing is nature's way of letting you know how sloppy your thinking is.
https://www.wired.com/2013/01/code-bugs-programming-why-we-need-specs/
apparently quoted from Guindon: Michigan So Far<br /> see: https://www.goodreads.com/work/quotes/3403680-guindon-michigan-so-far#:~:text=%E2%80%9CWriting%20is%20nature's%20way%20of,how%20sloppy%20your%20thinking%20is.%E2%80%9D
Link to: https://hypothes.is/a/yEFMHoCkEeyl34fItJe__w along with the commentary there. This quote is another example of this fallacy.
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delong.typepad.com delong.typepad.com
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. The goal a reader seeks-be itentertainment, information or understanding-determines theway he reads.
There are three goals of most reading: education, information, and understanding.
Are there others we're missing here?
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Sincecopying is a chore and a bore, use of the cards, the smaller thebetter, forces one to extract the strictly relevant, to distill from thevery beginning, to pass the material through the grinder of one’s ownmind, so to speak.
Barbara Tuchman recommended using the smallest sized index cards possible to force one only to "extract the strictly relevant" because copying by hand can be both "a chore and a bore".
In the same address in 1963, she encourages "distill[ing] from the very beginning, to pass the material through the grinder of one's own mind, so to speak." This practice is similar to modern day pedagogues who encourage this practice, but with the benefit of psychology research to back up the practice.
This advice is two-fold in terms of filtering out the useless material for an author, but the grinder metaphor indicates placing multiple types of material in to to a processor to see what new combinations of products come out the other end. This touches more subtly on the idea of combinatorial creativity encouraged by Raymond Llull, Matt Ridley, et al. or the serendipity described by Niklas Luhmann and others.
When did the writing for understanding idea begin within the tradition? Was it through experience in part and then underlined with psychology research? Visit Ahrens' references on this for particular papers to read.
Link to modality shift research.
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he taking o f anote is an additional mechanism for comprehension ofwhat one is reading.
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I had readBalzac off and on during the forties, and been much takenwith his self-appointed task of " c o v e r i n g " all the majorclasses and types in the society of the era he wished tomake his own.
We write to understand, to learn, to make knowledge our own.
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- Sep 2022
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This is not so different from when elaboration is recommended asa “learning method.” As a method, it has been proven to be moresuccessful than any other approach (McDaniel and Donnelly 1996).
Elaboration has been shown to be the most successful learning approach. (See McDaniel and Donnelly 1996) It is a two step process of being able to write about it and to use it in alternate contexts.
How is the Feynman Technique similar to/different from elaboration? It would seem to be missing the second portion.
This is one of the first times I've come across another word for part of the Feynman technique I've been looking for.
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But Ebbinghaus laidthe foundation for a long-lasting and influential tradition of learningtheories that separates understanding from learning.
Because Hermann Ebbinghaus' early studies on memory, retrieval, and spaced repetition focused on meaningless random letter combinations that ha no natural associations, he started a field of learning theories that separated the ideas of understanding and learning. Learning is creating connections between ideas we already know (contextualization).
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- Aug 2022
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Mere paraphrasing the work of an-other is as offensive as direct copying. The discovery of ma-terials, the research, the oqanization of the material, theplan of treatment, and the literary composition should eachbe strictly the independent work of the student. H e shouldlearn not merely to collect facts on paper but also to as-similate them in his own mind 4then express them interms of his own thinking, while adhering to strict accuracyin the statement of facts.
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theinformed.life theinformed.life
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First, it taught me that there was a history to this stuff, and it also expanded the frontiers of what I understood I was doing
'History of stuff' not being seen is a recurring pattern. e.g. wrt Luhmann vs commonplacing, in the Roam/Obsidian wave e.g. wrt open data around 2010 when there was little realisation of efforts by re-users to get to the PSI Directive, only the new wave of coders using the fact it existed.
It's also a repeating pattern in generations. Open Space and unconferencing e.g. needs to be retaught with every new wave of people. The open web of two decades ago needs to be explained to those now starting their professional work using online tools.
Spaced repetition for groups/society?
In order to expand understanding what one is actually doing / building on.
Doet me denken aan die '90s exchange student die me ooit vroeg of ik geschiedenis studeerde ipv elektro: ik legde bij alles ook het ontwikkelingspad uit.
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ljvmiranda921.github.io ljvmiranda921.github.io
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I also mentioned Zettelkasten many times in this post, but I don’t do that anymore—I just did a 1-month dry run and it felt tiring. Pen and paper just gives me the bare essentials. I can get straight to work and not worry if something is a literature note or a permanent note.
What is it that was tiring about the practice? Did they do it properly, or was the focus placed on tremendous output driving the feeling of a need for commensurate tremendous input on a daily basis? Most lifetime productive users only made a few cards a day, but I get the feeling that many who start, think they should be creating 20 cards a day and that is definitely a road to burn out. This feeling is compounded by digital tools that make it easier to quickly capture ideas by quoting or cut and pasting, but which don't really facilitate the ownership of ideas (internalization) by the note taker. The work of writing helps to facilitate this. Apparently the framing of literature note vs. permanent note also was a hurdle in the collection of ideas moving toward the filtering down and refining of one's ideas. These naming ideas seem to be a general hurdle for many people, particularly if they're working without particular goals in mind.
Only practicing zettelkasten for a month is certainly no way to build real insight or to truly begin developing anything useful. Even at two cards a day and a minimum of 500-1000 total cards to see some serendipity and creativity emerge, one would need to be practicing for just over a year to begin seeing interesting results.
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- Jul 2022
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docdrop.org docdrop.org
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Finally, new notes should be connected with anexisting note when you add them to your system. I’lldescribe this in greater detail shortly; the point for now isthat linking a new thought to an existing train of thoughtseems to be a key to your note-making system workingfor you. Where does this new idea fit into your thoughtson an issue? Your questions about a topic? Your ideasabout a puzzle you’re working on understanding?Disciplining yourself to make this connection can be abit tough and time-consuming at first. It is worth theinvestment. Without understanding how these ideas thatinterest us fit together, all we have is a pile of unrelatedtrivia.
Writing and refining one's note about an idea can be key to helping one's basic understanding of that idea, but this understanding is dramatically increased by linking it into the rest of one's framework of understanding of that idea. A useful side benefit of creating this basic understanding and extending it is that one can also reuse one's (better understood) ideas to create new papers for expanding other's reading and subsequent understanding.
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Far more important than what these notes are calledis what they do in helping you make the transition fromacquiring information from others to making it yourown.
This welcome point is not often seen in the broader literature on this subject! Thanks Dan!
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luhmann.surge.sh luhmann.surge.sh
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Perhaps the best method would be to take notes—not excerpts, but condensed reformulations of what has been read.
One of the best methods for technical reading is to create progressive summarizations of what one has read.
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gist.github.com gist.github.com
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5.12 Be cautious about trusting AI without having deep understanding.
5.12 Be cautious about trusting AI without having deep understanding.
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5.5 Logic, reason, and common sense are your best tools for synthesizing reality and understanding what to do about it.
5.5 Logic, reason, and common sense are your best tools for synthesizing reality and understanding what to do about it.
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1.2 Truth—or, more precisely, an accurate understanding of reality —is the essential foundation for any good outcome.
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Tags
- 5.12 Be cautious about trusting AI without having deep understanding.
- 5.5 Logic, reason, and common sense are your best tools for synthesizing reality and understanding what to do about it.
- 1.2 Truth—or, more precisely, an accurate understanding of reality —is the essential foundation for any good outcome.
Annotators
URL
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www.zylstra.org www.zylstra.org
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At the same time, like Harold, I’ve realised that it is important to do things, to keep blogging and writing in this space. Not because of its sheer brilliance, but because most of it will be crap, and brilliance will only occur once in a while. You need to produce lots of stuff to increase the likelihood of hitting on something worthwile. Of course that very much feeds the imposter cycle, but it’s the only way. Getting back into a more intensive blogging habit 18 months ago, has helped me explore more and better. Because most of what I blog here isn’t very meaningful, but needs to be gotten out of the way, or helps build towards, scaffolding towards something with more meaning.
Many people treat their blogging practice as an experimental thought space. They try out new ideas, explore a small space, attempt to come to understanding, connect new ideas to their existing ideas.
Ton Zylstra coins/uses the phrase "metablogging" to think about his blogging practice as an evolving thought space.
How can we better distill down these sorts of longer ideas and use them to create more collisions between ideas to create new an innovative ideas? What forms might this take?
The personal zettelkasten is a more concentrated form of this and blogging is certainly within the space as are the somewhat more nascent digital gardens. What would some intermediary "idea crucible" between these forms look like in public that has a simple but compelling interface. How much storytelling and contextualization is needed or not needed to make such points?
Is there a better space for progressive summarization here so that an idea can be more fully laid out and explored? Then once the actual structure is built, the scaffolding can be pulled down and only the idea remains.
Reminiscences of scaffolding can be helpful for creating context.
Consider the pyramids of Giza and the need to reverse engineer how they were built. Once the scaffolding has been taken down and history forgets the methods, it's not always obvious what the original context for objects were, how they were made, what they were used for. Progressive summarization may potentially fall prey to these effects as well.
How might we create a "contextual medium" which is more permanently attached to ideas or objects to help prevent context collapse?
How would this be applied in reverse to better understand sites like Stonehenge or the hundreds of other stone circles, wood circles, and standing stones we see throughout history.
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- Jun 2022
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Local file Local file
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If we overlay the four steps of CODE onto the model ofdivergence and convergence, we arrive at a powerful template forthe creative process in our time.
The way that Tiago Forte overlaps the idea of C.O.D.E. (capture/collect, organize, distill, express) with the divergence/convergence model points out some primary differences of his system and that of some of the more refined methods of maintaining a zettelkasten.
<small>Overlapping ideas of C.O.D.E. and divergence/convergence from Tiago Forte's book Building a Second Brain (Atria Books, 2022) </small>
Forte's focus on organizing is dedicated solely on to putting things into folders, which is a light touch way of indexing them. However it only indexes them on one axis—that of the folder into which they're being placed. This precludes them from being indexed on a variety of other axes from the start to other places where they might also be used in the future. His method requires more additional work and effort to revisit and re-arrange (move them into other folders) or index them later.
Most historical commonplacing and zettelkasten techniques place a heavier emphasis on indexing pieces as they're collected.
Commonplacing creates more work on the user between organizing and distilling because they're more dependent on their memory of the user or depending on the regular re-reading and revisiting of pieces one may have a memory of existence. Most commonplacing methods (particularly the older historic forms of collecting and excerpting sententiae) also doesn't focus or rely on one writing out their own ideas in larger form as one goes along, so generally here there is a larger amount of work at the expression stage.
Zettelkasten techniques as imagined by Luhmann and Ahrens smooth the process between organization and distillation by creating tacit links between ideas. This additional piece of the process makes distillation far easier because the linking work has been done along the way, so one only need edit out ideas that don't add to the overall argument or piece. All that remains is light editing.
Ahrens' instantiation of the method also focuses on writing out and summarizing other's ideas in one's own words for later convenient reuse. This idea is also seen in Bruce Ballenger's The Curious Researcher as a means of both sensemaking and reuse, though none of the organizational indexing or idea linking seem to be found there.
This also fits into the diamond shape that Forte provides as the height along the vertical can stand in as a proxy for the equivalent amount of work that is required during the overall process.
This shape could be reframed for a refined zettelkasten method as an indication of work
Forte's diamond shape provided gives a visual representation of the overall process of the divergence and convergence.
But what if we change that shape to indicate the amount of work that is required along the steps of the process?!
Here, we might expect the diamond to relatively accurately reflect the amounts of work along the path.
If this is the case, then what might the relative workload look like for a refined zettelkasten? First we'll need to move the express portion between capture and organize where it more naturally sits, at least in Ahren's instantiation of the method. While this does take a discrete small amount of work and time for the note taker, it pays off in the long run as one intends from the start to reuse this work. It also pays further dividends as it dramatically increases one's understanding of the material that is being collected, particularly when conjoined to the organization portion which actively links this knowledge into one's broader world view based on their notes. For the moment, we'll neglect the benefits of comparison of conjoined ideas which may reveal flaws in our thinking and reasoning or the benefits of new questions and ideas which may arise from this juxtaposition.
This sketch could be refined a bit, but overall it shows that frontloading the work has the effect of dramatically increasing the efficiency and productivity for a particular piece of work.
Note that when compounded over a lifetime's work, this diagram also neglects the productivity increase over being able to revisit old work and re-using it for multiple different types of work or projects where there is potential overlap, not to mention the combinatorial possibilities.
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It could be useful to better and more carefully plot out the amounts of time, work/effort for these methods (based on practical experience) and then regraph the resulting power inputs against each other to come up with a better picture of the efficiency gains.
Is some of the reason that people are against zettelkasten methods that they don't see the immediate gains in return for the upfront work, and thus abandon the process? Is this a form of misinterpreted-effort hypothesis at work? It can also be compounded at not being able to see the compounding effects of the upfront work.
What does research indicate about how people are able to predict compounding effects over time in areas like money/finance? What might this indicate here? Humans definitely have issues seeing and reacting to probabilities in this same manner, so one might expect the same intellectual blindness based on system 1 vs. system 2.
Given that indexing things, especially digitally, requires so little work and effort upfront, it should be done at the time of collection.
I'll admit that it only took a moment to read this highlighted sentence and look at the related diagram, but the amount of material I was able to draw out of it by reframing it, thinking about it, having my own thoughts and ideas against it, and then innovating based upon it was incredibly fruitful in terms of better differentiating amongst a variety of note taking and sense making frameworks.
For me, this is a great example of what reading with a pen in hand, rephrasing, extending, and linking to other ideas can accomplish.
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When a few of his friends became interested in thetopic, he took eight minutes to progressively summarize the bestexcerpts before sharing the summarized article with them. The timethat he had spent reading and understanding a complex subject paidoff in time savings for his friends, while also giving them a newinterest to connect over.
To test one's own understanding of a topic one has read about and studied, it can be useful to discuss it or describe one's understanding to friends or colleagues in conversations. This will help you discover where the holes are based on the person's understanding and comprehension of what you've said. Can you fill in all the holes where they have questions? Are their questions your new questions which have exposed holes that need to be filled in your understanding or in the space itself.
I do this regularly in conversations with people. It makes the topics of conversation more varied and interesting and helps out your thinking at the same time. In particular I've been doing this method in Dan Allosso's book club. It's almost like trying on a new idea the way one might try on a piece of clothing to see how it fits or how one likes it for potential purchase. If an idea "fits" then continue refining it and add it to your knowledge base. These conversations also help to better link ideas in my thought space to those of what we're reading. (I wonder if others are doing these same patterns, Dan seems to, but I don't have as good a grasp on this with other participants).
Link to :<br /> - Ahren's idea of writing to expose understanding<br /> - Feynman technique<br /> - Socratic method (this is sort of side or tangential method to this) <- define this better/refine
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Verum ipsum factum (“We only know what we make”)—Giambattista Vico, Italian philosopher
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First, you are much more likely to remember information you’vewritten down in your own words. Known as the “Generation Effect,”10researchers have found that when people actively generate a seriesof words, such as by speaking or writing, more parts of their brainare activated when compared to simply reading the same words.Writing things down is a way of “rehearsing” those ideas, likepracticing a dance routine or shooting hoops, which makes them farmore likely to stick.
Zachary A. Rosner et al., “The Generation Effect: Activating Broad Neural Circuits During Memory Encoding,” Cortex 49, no. 7 (July–August 2013), 1901–1909, https://doi.org/10.1016/j.cortex.2012.09.009. #wanttoread
How does the "Generation Effect" tie into the Feynman technique for understanding, modality shifting for memory and understanding, and even a mild form of spaced repetition for memory?
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- knowledge work
- putting in the work
- efficiency
- creation
- divergence/convergence
- Socratic method
- conversations
- compounding value
- work
- visualizations
- C.O.D.E.
- Feynman Technique
- sententiae
- writing
- understanding
- memory
- Giambattista Vico
- cognitive bias
- commonplace books vs. zettelkasten
- fashion
- imitation for innovation
- metaphors
- time
- Tiago Forte
- idea links
- zettelkasten
- innovation
- quotes
- generation effect
- commonplace books
- behavioral economics
- misinterpreted-effort hypothesis
- productivity
- writing for understanding
- modality shifts
- testing understanding
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www.robinsloan.com www.robinsloan.com
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It was the experience of drafting the spec that changed my view, and my pace. Writing! Gets you every time!
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www.danah.org www.danah.org
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Douglas Adams noted, "Capital letters were always the best way of dealing with things you didn't have a good answer to."
from Dirk Gently's Holistic Detective Agency
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www.youtube.com www.youtube.com
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https://www.youtube.com/watch?v=fxfTVdohSwA
Christine Moskell talks about a professor's final exam design prompting students to go back to annotations and add new commentary (or links to other related knowledge) that they've gained during the length of a course.
Link to:
This is very similar to the sort of sensemaking and interlinking of information that Sönke Ahrens outlines in his book How to Take Smart Notes though his broader note taking thesis goes a few additional steps for more broadly synthesizing ideas into longer papers, articles, theses, and books.
Dr. Moskell also outlined a similar tactic at the [[Hypothesis Social Learning Summit - Spotlight on Social Reading & Social Annotation]] earlier today, though that video may not be accessible for a bit.
Cross reference: https://web.hypothes.is/event/social-learning-summit-spotlight-on-social-reading-social-annotation/
How can we better center and model these educational practices in our pedagogies?
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The first is: always take notes inyour own words-I mean, of course, facts an1 ideas garneredfrom elsewhere, not statements to be quoted verbatim. The titleof a book, an important phrase or remark, you will copy as theystand. But everything else you reword, for two reasons: in thateffort the fact or idea passes through your mind, instead of goingfrom the page to your eye and thence to your note while you remainin a trance. Again, by rewording you mix something of yourthought with the acquired datum, and the admixture is the be-ginning of your own thought-and-writing about the whole topic.Naturally you take care not to distort. But you will find that notestaken under this safeguard are much closer to you than meretranscripts from other books; they are warm and speak to youlike old friends, becau se by your act of thought they have be-come pieces of your mind.
Barzun analogies notes as "old friends". He, like many others, encourages note takers to put ideas into their own words.
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www.nytimes.com www.nytimes.com
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The Algebra Project was born.At its core, the project is a five-step philosophy of teaching that can be applied to any concept: Physical experience. Pictorial representation. People talk (explain it in your own words). Feature talk (put it into proper English). Symbolic representation.
The five step philosophy of the Algebra Project: - physical experience - pictorial representation - people talk (explain it in your own words) - feature talk (put it into proper English) - symbolic representation
"people talk" within the Algebra project is an example of the Feynman technique at work
Link this to Sonke Ahrens' method for improving understanding. Are there research links to this within their work?
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- May 2022
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www.buildingasecondbrain.com www.buildingasecondbrain.com
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The student doesn’t have a strong preference for any of these archetypes. Their notes serve a clear purpose that’s often based on a short-term priority (e.g, writing a paper or passing a test), with the goal to “get it done” as simply as possible.
The typical student note taking method of transcribing, using (or often not using at all), and keeping notes is doomed to failure.
Many students make the mistake of not making their own actual notes. By this I don't mean they're not writing information down. In fact many are writing information down, but we can't really call these notes. Notes by definition ought to transform something seen or heard into one's own words. Without the transformation, these students think that they're taking notes, but in reality they're focusing their efforts on being transcriptionists. They're attempting to capture something for later consumption. This is a deadly trap! By only transcribing, they're not taking advantage of transforming information by putting ideas down in their own words to test their understanding. Often worse, even if they do transcribe notes, they don't revisit them. If they do revisit them, they're simply re-reading them and not actively working with them. Only re-reading them will lead to the illusion that they're learning something when in fact they're falling into the mere-exposure effect.
Students who are acting as transcriptionists would be better off simply reading a textbook and taking notes directly from that.
A note that isn't revisited or revised, may as well be a note not taken. If we were to consider a spectrum of useful, valuable, and worthwhile notes, these notes would be at the lowest end of the spectrum.
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fieldnotesbrand.com fieldnotesbrand.com
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The minute we saw his frantic, hand-lettered presentation of the Field Notes credo — “I’m not writing it down to remember it later, I’m writing it down to remember it now” — we knew just what to do.
https://fieldnotesbrand.com/apparel/remember-it-now-tee
Field Notes, a manufacturer of notebooks, uses the credo "I'm not writing it down to remember it later, I'm writing it down to remember it now." This is an fun restatement of the idea behind the power of the Feynman technique.
Link to Ahrens' version of this idea.
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- Apr 2022
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www.reddit.com www.reddit.com
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The Zettelkasten System is a Superset of the Feynman Technique
Sönke Ahrens outlines this broad idea of how one practices the Feynman technique for understanding using one's notes in How to Take Smart Notes, but he doesn't use the name Feynman technique. Certainly the idea of writing things down to test one's understanding predated Feynman, does anyone know of historical examples of this pattern/technique prior to Feynman? Does it have other names in the literature?
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Zettelkasten notes are little atomic Feynman Technique experiences.
The creation of literature notes for one's zettelkasten are atomic instances of the use of the Feynman technique to test one's understanding.
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github.com github.com
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Instead read this gems brief source code completely before use OR copy the code straight into your codebase.
Tags
- software development: use of libraries: only use if you've read the source and understand how it works
- learning by reading the source
- having a deep understanding of something
- read the source code
- software development: use of libraries vs. copying code into app project
- copy and paste programming
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twitter.com twitter.com
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ReconfigBehSci [@SciBeh]. (2021, October 13). transparent public discourse is not easy, nor automatic. We need better tools, better community norms, and, generally, a better understanding of online discourse http://SciBeh.org [Tweet]. Twitter. https://twitter.com/SciBeh/status/1448305801446105088
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Blockchain Info from BuiltIn https://builtin.com/blockchain
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Francis Bacon explained succinctlythat notes could be made either “by epitome or abridgement” (that is, by sum-marizing the source) or “by heads or commonplaces” (that is, by copying a pas-sage verbatim or nearly so and storing it in a notebook under a commonplaceheading for later retrieval and use). Bacon considered the latter method “of farmore profit and use,” and most note-taking advice focused on this practice of ex-cerpting.46
This quote is worth looking up and checking its context. Particularly I'm interested to know if the purpose of summarizing the source is to check one's understanding of the ideas as is done in the Feynman technique, or if the purpose is a reminder summary of the piece itself?
Link to Ahrens mentions of this technique for checking understanding. (Did he use the phrase Feynman in his text?)
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nother factor militating against completeadvice was the notion that methods should be kept secret to be most effective.One author of a university thesis on the topic noted that most scholars were un-willing to share their secrets on note-taking with others. A few advice givers rec-ommended “keeping the secrets of your studies to yourself ” on the grounds thatpeople would be most impressed by achievements that they did not understand.39
Sönke Ahrens apparently missed this bit of advice.
link to the Arthur C. Clarke quote “Any sufficiently advanced technology is indistinguishable from magic." which appeared in his 1962 book “Profiles of the Future: An Inquiry into the Limits of the Possible”.
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yaledailynews.com yaledailynews.com
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“The exam is open book and open note, but you MUST NOT work with another person while taking it,” the instructions read. “You also MUST not copy/paste anything directly from ANY source other than your own personal notes. This includes no copy/pasting from lecture slides, from the internet, or from any of the readings. All short answers must be compiled in your own words.”
While students apparently have ignored the instructions in the past resulting in breaches of academic integrity, teachers can prompt active learning even during exams by prompting students to write answers to questions on open book/open notes in their own words.
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- Mar 2022
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www.proquest.com www.proquest.com
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The implication, for many who fall into those categories, is that their lives are not worth as much as those who are young and illness-free.
What someone might hear if they fall within the category for those who would be most affected by COVID-19.
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sometimes it's 00:55:43 not the actual information bit but in a combined order that this is what it's all about and that often makes a difference between yeah you understand it and 00:56:00 you really understand it and um so maybe that's a good reminder that when we write it's it's not so much about new information and yeah don't have to 00:56:15 be too worried about not having the new information but about making this difference to really understanding it as something that 00:56:28 a significant or makes a difference
For overall understanding and creating new writing output from it, the immediate focus shouldn't be about revealing new information or simple facts so much as it's about being able to place that new information into your own context. Once this has been done then the focus can shift to later being able to potentially use that new knowledge and understanding in other novel and enlightening contexts to create new insights.
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what i don't really do 00:48:10 is having a checklist like going through possible biases i don't feel that's very helpful i think it's important to keep them in mind but i think it's more about detecting okay 00:48:25 what kind of question is [Music] the author trying to answer
Understanding the sorts of questions an author is looking at and attempting to answer are often more important than going through a checklist of biases which may come into play.
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twitter.com twitter.com
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ReconfigBehSci on Twitter: ‘RT @CT_Bergstrom: I also dislike the choice of axis scales. I don’t mind line graphs with axes that don’t go to zero (https://t.co/EpPNR9Lx…’ / Twitter. (n.d.). Retrieved 22 March 2022, from https://twitter.com/SciBeh/status/1477181158425251840
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In a study carried out by Susan Goldin-Meadow and colleagues at theUniversity of Chicago, a group of adults was recruited to watch video recordingsof children solving conservation problems, like the water-pouring task weencountered earlier. They were then offered some basic information aboutgesture: that gestures often convey important information not found in speech,and that they could attend not only to what people say with their words but alsoto what they “say” with their hands. It was suggested that they could payparticular attention to the shape of a hand gesture, to the motion of a handgesture, and to the placement of a hand gesture. After receiving these simpleinstructions, study subjects watched the videos once more. Before the briefgesture training, the observing adults identified only around 30 to 40 percent ofinstances when children displayed emerging knowledge in their gestures; afterreceiving the training, their hit rate shot up to about 70 percent.
Concentrating on the shape, motion, and placement of hand gestures dramatically help a learner to more concretely understand material and understanding in others.
Link this to the use of movement in dance with respect to memory in Lynne Kelly's work.
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The use of gesture supplies a temporary scaffold that supports theseundergraduates’ still wobbly understanding of the subject as they fix theirknowledge more firmly in place.
Gesturing supplies a visual scaffolding which allows one to affix their budding understanding of new concepts into a more permanent structure.
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- Feb 2022
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Local file Local file
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Read for Understanding
Ahrens goes through a variety of research on teaching and learning as they relate to active reading, escaping cognitive biases, creating understanding, progressive summarization, elaboration, revision, etc. as a means of showing and summarizing how these all dovetail nicely into a fruitful long term practice of using a slip box as a note taking method. This makes the zettelkasten not only a great conversation partner but an active teaching and learning partner as well. (Though he doesn't mention the first part in this chapter or make this last part explicit.)
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We face here the same choice between methods that make us feellike we learned something and methods that truly do make us learnsomething.
What methods of studying actually make us learn something versus make us feel as if we've learned something?
Active reading, progressive summarization may be on this list while highlighting and underlining might not. Or perhaps there's a spectrum of poor to good, and if this is the case, what does it look like? Is it the same for everyone or are factors like neurodivergence part of the equation which might change this spectrum of learning methods and techniques?
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Understanding is not just a precondition to learning something. Toa certain degree, learning is understanding.
What is the relationship between understanding and learning? Is it true that learning is understanding? Is the relationship bi-directional?
The mere-exposure effect can make us feel as if we've learned something, but without testing ourselves or being able to reframe and recompose an idea we haven't really learned it.
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Also, we shouldn’t underestimate the advantages of writing. In oralpresentations, we easily get away with unfounded claims. We candistract from argumentative gaps with confident gestures or drop acasual “you know what I mean” irrespective of whether we knowwhat we meant. In writing, these manoeuvres are a little too obvious.It is easy to check a statement like: “But that is what I said!” Themost important advantage of writing is that it helps us to confrontourselves when we do not understand something as well as wewould like to believe.
In modern literate contexts, it is easier to establish doubletalk in oral contexts than it is in written contexts as the written is more easily reviewed for clarity and concreteness. Verbal ticks like "you know what I mean", "it's easy to see/show", and other versions of similar hand-waving arguments that indicate gaps in thinking and arguments are far easier to identify in writing than they are in speech where social pressure may cause the audience to agree without actually following the thread of the argument. Writing certainly allows for timeshiting, but it explicitly also expands time frames for grasping and understanding a full argument in a way not commonly seen in oral settings.
Note that this may not be the case in primarily oral cultures which may take specific steps to mitigate these patterns.
Link this to the anthropology example from Scott M. Lacy of the (Malian?) tribe that made group decisions by repeating a statement from the lowest to the highest and back again to ensure understanding and agreement.
This difference in communication between oral and literate is one which leaders can take advantage of in leading their followers astray. An example is Donald Trump who actively eschewed written communication or even reading in general in favor of oral and highly emotional speech. This generally freed him from the need to make coherent and useful arguments.
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Different independent studies indicate that writing byhand facilitates understanding. In a small but fascinating study, twopsychologists tried to find out if it made a difference if students in alecture took notes by hand or by typing them into their laptops(Mueller and Oppenheimer 2014). They were not able to find anydifference in terms of the number of facts the students were able toremember. But in terms of understanding the content of the lecture,the students who took their notes by hand came out much, muchbetter. After a week, this difference in understanding was still clearlymeasurable.
Mueller and Oppenheimer 2014 indicate that students that took lecture notes (rather than typing them on a laptop) were able to understand the content of a lecture better and that this effect extended the span of a week. It did not show a difference in the number of facts they were able to remember.
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Make literature notes. Whenever you read something, make notesabout the content. Write down what you don’t want to forget or thinkyou might use in your own thinking or writing. Keep it very short, beextremely selective, and use your own words.
Literature notes could also be considered progressive summaries of what one has read. They are also a form of practicing the Feynman technique where one explains what one knows as a means of embracing an idea and better understanding it.
Tags
- teaching
- context
- sociology
- progressive summarization
- timeshifting
- mere-exposure effect
- orality
- underlining
- Feynman Technique
- anthropology
- democracy
- handwaving arguments
- understanding
- learning
- pedagogy
- tools for thought
- Scott M. Lacy
- cognitive bias
- note taking
- orality vs. literacy
- agreement
- highlights
- Donald
- elaboration
- note taking methods
- comprehension
- politics
- social pressure
- handwriting
- literature notes
- mathematics
- active reading
- handwriting vs. typing
- learning techniques
- doubletalk
- neurodiversity
- counterintuitive pedagogy
Annotators
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bugs.ruby-lang.org bugs.ruby-lang.org
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"Context" manipulation is one of big topic and there are many related terminologies (academic, language/implementation specific, promotion terminologies). In fact, there is confusing. In few minutes I remember the following related words and it is good CS exam to describe each :p Thread (Ruby) Green thread (CS terminology) Native thread (CS terminology) Non-preemptive thread (CS terminology) Preemptive thread (CS terminology) Fiber (Ruby/using resume/yield) Fiber (Ruby/using transfer) Fiber (Win32API) Generator (Python/JavaScript) Generator (Ruby) Continuation (CS terminology/Ruby, Scheme, ...) Partial continuation (CS terminology/ functional lang.) Exception handling (many languages) Coroutine (CS terminology/ALGOL) Semi-coroutine (CS terminology) Process (Unix/Ruby) Process (Erlang/Elixir) setjmp/longjmp (C) makecontext/swapcontext (POSIX) Task (...)
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- Jan 2022
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github.com github.com
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having inconsistencies when all the "subtle" conditions were met is unfriendly. it requires the user to have much deeper understanding of the nuances of the language.
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twitter.com twitter.com
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ReconfigBehSci on Twitter: ‘T cell immunologist getting very upset at people arguing that high levels of transmission are a good thing’ / Twitter. (n.d.). Retrieved 12 January 2022, from https://twitter.com/SciBeh/status/1481178244678402048
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Fischer, O., Jeitziner, L., & Wulff, D. U. (2021). Affect in science communication: A data-driven analysis of TED talks. PsyArXiv. https://doi.org/10.31234/osf.io/28yc5
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Liu, C., Yang, Y., Chen, B., Cui, T., Shang, F., & Li, R. (2022). Revealing spatio-temporal interaction patterns behind complex cities. ArXiv:2201.02117 [Physics]. http://arxiv.org/abs/2201.02117
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- Dec 2021
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danallosso.substack.com danallosso.substack.com
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there's an expectation that in "good history" (or probably good anything else) reading and understanding primary sources precedes interpretation.
—Dan Allosso
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- Nov 2021
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stackoverflow.com stackoverflow.com
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I've tried using my caveman logic
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- Oct 2021
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For those coming from Ruby, Javascript has no builtin method like Ruby’s Array#compact.
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palladiummag.com palladiummag.com
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While lacking a mandate to actually rule Lebanon, Hezbollah has successfully occupied the shell of an almost completely failed state. Sanctions have created a vicious feedback loop, in which attempts to curb Hezbollah’s influence just deteriorate the Lebanese state, which allows Hezbollah to fill the vacuum of state function. The Lebanese military is desperately trying to hold the center as the only legitimate state institution. But the military lacks the capacity to hold on to power, and Hezbollah has proved that a mandate is easier to build than capacity. Hezbollah also has a powerful ally in the victorious Assad government in Syria, both of which now have an interest in repatriating as many Syrian refugees as possible to undermine Sunni influence in Lebanon. Repatriation prevents the Sunnis from growing their base in Lebanon, and protects Hezbollah’s Shiite base from the internal threat of Sunni influence.
Summary
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The strike was likely authorized by Paris and Washington, both of which have warned several times against Hezbollah circumventing the state to provide a solution to the fuel crisis themselves.
Fight over who gets to provide a solution to crisis: that is amazing perspective... if you try to help, we'll spend resources that could be pooled into helping to undermine your efforts to help and kill you for trying.
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decrypt.co decrypt.co
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There will be three billion gamers by next year, according to a Newzoo study. And as Loftus puts it: “People are going to need to wear something.”
THIS is it - web 3 is making consumers mutiplicitous - opens marketts WITHIN games, subworlds that can be exploited / marketed to / fashion trends will sweep games, online subcultures (maybe) - people have markeable personas on and off the web, new context for targeted advertising / commerce.
Will cannabalize physical economies?
Accessorize for a zoom meeting - digital suits, etc digital costumes. Something to wear at digital concerts, in games; your Perona will not be birthed into the metaverse clothed, accessorized...
Assets will be portable across platforms.
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www.gadventures.com www.gadventures.com
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the fastest path to peace
Life as a journey and a conversation where understanding is the destination.
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docs.google.com docs.google.com
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Understanding COVID-19 Registration Form. (n.d.). Google Docs. Retrieved March 31, 2021, from https://docs.google.com/forms/d/e/1FAIpQLScrC4krKVHcSm_Wi2VcXcGHa4F8l3cilL2xhbB62etcK4sy4w/viewform?usp=embed_facebook
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- Sep 2021
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Humans perform a version of this task when interpretinghard-to-understand speech, such as an accent which is particularlyfast or slurred, or a sentence in a language we do not know verywell—we do not necessarily hear every single word that is said,but we pick up on salient key words and contextualize the rest tounderstand the sentence.
Boy, don't they
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oldschool.scripting.com oldschool.scripting.com
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“I never understand anything until I have written about it.” Supposedly Horace Walpole (1717-1797) wrote that, but Google can't help me pin down where he might have done so. Frankly, it doesn't sound to me like a sentence written in the eighteenth century. But it may be a useful hyperbole.
Track down the source of this for future use.
Related to the idea of the Feynman Technique.
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- Aug 2021
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news.ycombinator.com news.ycombinator.com
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If this was true, a paper should have been cited. Like all the other people did for their letters
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Vandeweerdt, C., Luong, T., Atchapero, M., Mottelson, A., Holz, C., Makransky, G., & Böhm, R. (2021). Virtual reality reduces COVID-19 vaccine hesitancy in the wild. PsyArXiv. https://doi.org/10.31234/osf.io/sq9yc
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psyarxiv.com psyarxiv.com
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Constant, A., Conserve, D. F., Gallopel-Morvan, K., & Raude, J. (2021). Acceptance of COVID-19 preventive measures as a tradeoff between health and social outcomes. PsyArXiv. https://doi.org/10.31234/osf.io/ytz8p
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- Jul 2021
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delong.typepad.com delong.typepad.com
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This distinction is familiar in terms of the differences between being able to remember something and being able to explain it.
This quote is similar and generally related to the Feynman Technique. (see: https://fs.blog/2021/02/feynman-learning-technique/) It's based apparently on quotes attributed to Feynman which include:
- "I couldn't reduce it to the freshman level. That means we really don't understand it."
- "If you can't explain it to a six year old, you don't really understand it."
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n fact, any book that can be read for understanding or information can probably be read for entertainment as well, just as a book that is capable of increasing our understanding can also be read purely for the information it contains. (This proposition cannot be reversed: it is not true that every book
any book that can be read for understanding or information can probably be read for entertainment as well, just as a book that is capable of increasing our understanding can also be read purely for the information it contains. (This proposition cannot be reversed: it is not true that every book that can be read for entertainment can also be read for understanding.)
reading for understanding >= reading for information >= reading for entertainment
What sort of mathematical relationship would we call this? Linear? Associative? Equivalence relation?, etc.? Let's define it more specifically.
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We do not want to give the impression that facts, leading to increased information, and insights, leading to increased understanding, are always easy to distinguish. And we would admit that sometimes a mere recital of facts can itself lead to greater understanding. The point we want to emphasize here is that this book is about the art of reading for the sake of increased understanding. Fortunately, if you learn to do that, reading for information will usually take care of itself.
This book will focus on and emphasize reading for greater understanding with the benefit that, when accomplished, reading for information should take care of itself without significantly more work.
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The first sense is the one in which we speak of ourselves as reading newspapers, magazines, or anything else that, according to our skill and talents, is at once thoroughly intelligible to us. Such things may increase our store of information, but they cannot improve our understanding, for our understanding was equal to them before we started. Otherwise, we would have felt the shock of puzzlement and perplexity that comes from getting in over our depth-that is, if we were both alert and honest.
Here they're comparing reading for information and reading for understanding.
How do these two modes relate to Claude Shannon's versions of information (surprise) and semantics (the communication) itself. Are there other pieces which exist which we're not tacitly including here? It feels like there's another piece we're overlooking.
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twitter.com twitter.com
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"They think scenario. They think simple. They think fast." is some GREAT strategic advice
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Maatman, F. O. (2021). Psychology’s Theory Crisis, and Why Formal Modelling Cannot Solve It. PsyArXiv. https://doi.org/10.31234/osf.io/puqvs
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twitter.com twitter.com
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ReconfigBehSci on Twitter: ‘@ToddHorowitz3 I think that attribution is hard to make. I have no doubt they’re systematically promoted by bad faith actors, but I think it’s much harder to feel confident about all those who repeat them. But the rather extensive public discussion of efficacy does make this case seem unlikely’ / Twitter. (n.d.). Retrieved 15 July 2021, from https://twitter.com/SciBeh/status/1415364895046963205
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- Jun 2021
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stackoverflow.com stackoverflow.com
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Programmers should be encouraged to understand what is correct, why it is correct, and then propagate.
new tag?:
- understand why it is correct
Tags
- programming languages: learning/understanding the subtleties
- having a deep understanding of something
- good advice
- quotable
- programming: understand the language, don't fear it
- combating widespread incorrectness/misconception by consistently doing it correctly
- annotation meta: may need new tag
- spreading/propagating good ideas
Annotators
URL
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- May 2021
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twitter.com twitter.com
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ReconfigBehSci on Twitter. (2020). Twitter. Retrieved 4 March 2021, from https://twitter.com/SciBeh/status/1336251915441745923
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twitter.com twitter.com
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Jose-Luis Jimenez. (2021, February 5). 1/ Some reflections on scientific Twitter sociology I hadn’t used Twitter much before the pandemic. I was used to the politics of peer-review, grants, large studies etc. But scientific Twitter can be the Wild West by comparison. [Tweet]. @jljcolorado. https://twitter.com/jljcolorado/status/1357737374621515776
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twitter.com twitter.com
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Darren Dahly. (2021, February 24). @SciBeh One thought is that we generally don’t ‘press’ strangers or even colleagues in face to face conversations, and when we do, it’s usually perceived as pretty aggressive. Not sure why anyone would expect it to work better on twitter. Https://t.co/r94i22mP9Q [Tweet]. @statsepi. https://twitter.com/statsepi/status/1364482411803906048
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dataforpolicy.org dataforpolicy.org
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Special Track 3. (n.d.). Data for Policy CIC. Retrieved 8 March 2021, from https://dataforpolicy.org/data-fof-policy-2021/special-track-3/
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twitter.com twitter.com
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Erik Angner. (2021, February 17). One point that the pandemic has brought home to me is just how narrow people’s expertise is. I’m regularly surprised by how a celebrated professor of X can exhibit a sub-college-level understanding of Y, even when X and Y are related. /1 [Tweet]. @ErikAngner. https://twitter.com/ErikAngner/status/1362006859004141570
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twitter.com twitter.com
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Stephan Lewandowsky. (2021, March 6). 25 March deadline for submissions to our ‘special track’ https://t.co/qwLxCCSjks at Data for Policy conference, 14-16 September at UCL. Please consider submitting @SciBeh @stefanmherzog @Sander_vdLinden https://t.co/A8KSC1Tkh9 [Tweet]. @STWorg. https://twitter.com/STWorg/status/1368280722709110789
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twitter.com twitter.com
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Dr Zoë Hyde. (2021, February 23). I don’t like to dwell on negatives, but something important happened recently that I’d like to make public. Shortly before Christmas, @mugecevik made a complaint to my university about me. When asked for details, she didn’t provide any. My employer took a dim view of the matter. [Tweet]. @DrZoeHyde. https://twitter.com/DrZoeHyde/status/1364184623262048259
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twitter.com twitter.com
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Richard Dawkins on Twitter. (n.d.). Twitter. Retrieved 8 March 2021, from https://twitter.com/RichardDawkins/status/1368259842222268421
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twitter.com twitter.com
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ReconfigBehSci on Twitter. (n.d.). Twitter. Retrieved 19 February 2021, from https://twitter.com/SciBeh/status/1356525692700291072
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- Apr 2021
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write.as write.as
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just as you can enter a store in the real world without
really kickass metaphor
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stackoverflow.com stackoverflow.com
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It seems inelegant to me to split this into two different modules, one to include, the other to extend.
the key thing (one of them) to understand here is that: class methods are singleton methods
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gist.github.com gist.github.com
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Apparently when you create a subclass, that subclass's singleton class has # its superclass's singleton class as an ancestor.
This is a good thing. It allows class methods to be inherited by subclasses.
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github.com github.com
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Learn more about the Ruby's Object, Class & Module and the method receiver chain.
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- Mar 2021
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www.opendemocracy.net www.opendemocracy.net
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Reconceptualising joy as dopamine activity in the brain's reward centres, melancholy as serotonin deficiency, attention as the noradrenalin-induced modulation of stimulus-processing, and, not least, love as a consequence of the secretion of centrally acting bonding hormones, changes not only our perspective on emotional and mental states, but also our subjective experience of self. That does not mean that we experience the physiological side of feelings like love or guilt any differently, but it does make us think about them differently. This, in turn, changes the way we perceive, interpret and order them, and hence the effect they have on our behaviour.
Being aware of how we operate is probably worthwhile but not when this understanding is subverted to create more profits for owners of vast algorithmic empires, e.g. Facebook, Twitter, Google, etc.
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github.com github.com
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If I'm understanding correctly, this means that Sprockets only adds sourceMappingURL when assets are dynamically compiled.
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github.com github.com
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Right now major changes require a deep and broad understanding of the codebase and how things get done.
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- Jan 2021
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github.com github.com
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Trust me, I'm not trying to stress you right now, but I just wanted to do a friendly bump in case you forgot about this. (I know how it is sometimes) If you get this notification and feel "Ugh, I really don't have time" you don't have to comment here and I'm sorry. I'm just sending you a notification in case you forgot. If not, feel free to archive the email and not click/tap on anything.
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link.springer.com link.springer.com
- Nov 2020
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incompleteideas.net incompleteideas.net
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Reinforcement learning is a computational approach to understanding and automatinggoal-directed learning and decision making
Reinforcement learning means automatically set up a goal ttself and continuously optimize the approach in order to get the maximize reward
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Roughly speaking, thevalueof a state isthe total amount of reward an agent can expect to accumulate over the future, startingfrom that state.
the value of a state means the predictive reward that the agent expecting for
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github.com github.com
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It took us a long time for everyone to get on the same page about the requirements spanning frameworks, tooling and native implementations. Only after pushing in various concrete directions did we get a full understanding of the requirements which this proposal aims to meet.
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- Oct 2020
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www.agileconnection.com www.agileconnection.com
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Understand their business process
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- Sep 2020
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oneheglobal.org oneheglobal.org
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students who live with social anxiety may find the first couple of weeks of meeting a new online class already very difficult.
Many teachers do not understand that meeting a whole class online for the first time is kind of scary. Teachers are more used to it because they get new students all the time.
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This also means reminding your students that you value and respect their privacy and their culture.
This is important because many times students feel uncomfortable when doing an activity because of the way it was planned. There have been many times when I had to do an activity that I had no previous knowledge about because of my religion being different than the people I go to school with.
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uclaspecialevents.ucla.edu uclaspecialevents.ucla.edu
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How will artists help us through this? (n.d.). Retrieved September 3, 2020, from http://uclaspecialevents.ucla.edu/arts-resilience
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www.thelancet.com www.thelancet.com
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Yelin, D., Wirtheim, E., Vetter, P., Kalil, A. C., Bruchfeld, J., Runold, M., Guaraldi, G., Mussini, C., Gudiol, C., Pujol, M., Bandera, A., Scudeller, L., Paul, M., Kaiser, L., & Leibovici, L. (2020). Long-term consequences of COVID-19: Research needs. The Lancet Infectious Diseases, 0(0). https://doi.org/10.1016/S1473-3099(20)30701-5
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- Jul 2020
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www.psychologicalscience.org www.psychologicalscience.org
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Collective Trauma and Stress Following Disasters: APS Journal Articles Publicly Available
Tags
- COVID-19
- disaster
- is:webpage
- lang:en
- stress
- information sharing
- publication
- impact
- resource sharing
- trauma
- PTSD
- article
- post-traumatic stress disorder
- understanding
- research
- mental health
Annotators
URL
psychologicalscience.org/news/collective-trauma-and-disaster-stress-research-publicly-available.html -
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www.wired.com www.wired.com
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Larry Brilliant on How Well We Are Fighting Covid-19. (n.d.). Wired. Retrieved July 18, 2020, from https://www.wired.com/story/larry-brilliant-on-how-well-are-we-fighting-covid-19/
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- Jun 2020
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blogs.lse.ac.uk blogs.lse.ac.uk
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Long read: Cultural evolution, Covid-19, and preparing for what’s next. (2020, April 22). LSE Business Review. https://blogs.lse.ac.uk/businessreview/2020/04/22/long-read-cultural-evolution-covid-19-and-preparing-for-whats-next/
Tags
- climate change
- COVID-19
- behavioral science
- collectivist
- solution
- lang:en
- is:webpage
- adaptation
- conflict
- future
- decision making
- challenge
- causal understanding
- society
- government
- disease
- threat
- collective behavior
- cultural evolution
- behavioral change
- preparation
- problem
- cooperation
Annotators
URL
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misinforeview.hks.harvard.edu misinforeview.hks.harvard.edu
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Jamieson, K. H., & Albarracín, D. (2020). The Relation between Media Consumption and Misinformation at the Outset of the SARS-CoV-2 Pandemic in the US. Harvard Kennedy School Misinformation Review, 2. https://doi.org/10.37016/mr-2020-012
Tags
- COVID-19
- lang:en
- public
- is:article
- understanding
- Trump
- media
- misinformation
- USA
- consumption
- conspiracy theory
Annotators
URL
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ftalphaville.ft.com ftalphaville.ft.com
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Financial Times. ‘Making Sense of Nonsensical Covid-19 Strategy’. Accessed 3 June 2020. http://ftalphaville.ft.com/2020/06/01/1591001732000/Making-sense-of-nonsensical-Covid-19-strategy/.
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- May 2020
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www.bps.org.uk www.bps.org.uk
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Communications: Working with the media | BPS. (n.d.). Retrieved April 21, 2020, from https://www.bps.org.uk/about-us/communications/working-media
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psyarxiv.com psyarxiv.com
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Ryan, W., & Evers, E. (2020). Logarithmic Axis Graphs Distort Lay Judgment. https://doi.org/10.31234/osf.io/cwt56
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www.theatlantic.com www.theatlantic.com
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Oster, E. (2020, May 14). The ‘Just Stay Home’ Message Will Backfire. The Atlantic. https://www.theatlantic.com/ideas/archive/2020/05/just-stay-home-message-will-backfire/611623/
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- Apr 2020
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psyarxiv.com psyarxiv.com
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Romano, A., Sotis, C., Dominioni, G., & Guidi, S. (2020). COVID-19 Data: The Logarithmic Scale Misinforms the Public and Affects Policy Preferences [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/42xfm
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www.kcl.ac.uk www.kcl.ac.uk
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King's College London. Life under lockdown: Coronavirus in the UK. (2020 April 9). https://www.kcl.ac.uk/news/life-under-lockdown-coronavirus-in-the-uk
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