Look into what Dr. Miho Ohsaki changed about the clustering subroutine in her work and how it allowed for "more meaningful pattern discovery"

I think this is was Thomas Frank was referring to in his YT video when he said "direct hands-on experience ... is often not the best way to learn something. And more recent cognitive research has confirmed this and shown that for basic concepts a more abstract learning model is actually better."

By "more abstract", I guess he meant what this paper calls "non-interactive". However, even though Frank claims this (which is suggested by the percentile increases shown in Quadrants I & II), no variance is given and the authors even state that, in the case of Q II (looking at percentile increase of interactive multimodal learning compared to interactive unimodal learning), the authors state that "results are not quite as high [as the non-interactive comparison], with average gains at 9 percentiles. While not statistically significant, these results are still positive." (emphasis mine)

Common level of signifcances are \(\alpha =.20,~.10,~.05,~.01\)

Wouln't the Hypothesis bookmarklet be preferable and easier to use?

Data Must Speak. Positive Deviance Research. UNICEF

From a discussion on DEVONthink alternatives for Windows users.

Amos Tversky's famous "The Hot Hand in Basketball: On the Misperception of Random Sequences".

Athens Research is winding down their note taking application.

Potentially the first of more to come?

Athens the OSS project is winding down. The company is still operating, but taking time to reset and explore new ideas. Open to chats and convos. Thanks all ❤️ https://t.co/Y7ROM86WSy

— Jeff Tang 🏛 (Ohio) (@tangjeff0) November 11, 2022

Google Scholar is needed to access annotations in context "Listen to the noise: noise is beneficial for cognitive performance in ADHD"

https://hypothes.is/search?q=tag%3A%27etc556+etcnau%27

Randomly ran across a great tag full of education resources...

Seems to be related to this class:<br /> ETC 556 - Contexts And Methods Of Technology In Adult Education

Description: This course is designed for adult educators in the various contexts, including: higher education, military, non-profit, health and business settings. Through research, readings and collaborative activities, students will gain an understanding of various adult learning methods that include, but are not limited to, training, professional development, performance improvement, online and mobile learning. Letter grade only.

https://catalog.nau.edu/Courses/course?courseId=011553&catalogYear=2223

test

In Miracle and Wonder: Conversations with Paul Simon, Malcolm Gladwell comments on the prodigious memories of both Paul Simon with respect to sounds and Lebron James with respect to basketball game play.

Where these sorts of situational memories built and exercised over time or were they natural gifts? Or perhaps natural gifts that were also finely tuned over time?

https://threadreaderapp.com/thread/1587519501431717889.html

Thomas F. Tout, one of the founders of the Historical Association, was one of the first professors to introduce original research into the undergraduate program in the early 1900s.

https://www.explainpaper.com/

Another in a growing line of research tools for processing and making sense of research literature including Research Rabbit, Connected Papers, Semantic Scholar, etc.

Functionality includes the ability to highlight sections of research papers with natural language processing to explain what those sections mean. There's also a "chat" that allows you to ask questions about the paper which will attempt to return reasonable answers, which is an artificial intelligence sort of means of having an artificial "conversation with the text".

cc: @dwhly @remikalir @jeremydean

Research ideas!

Hidden curriculum -> Hidden duties and processees

How did we shift from inter-related subjects and "one knowledge" of rhetoric in the Middle Ages to such strict departmentalization in the academy to only now be moving back toward multi-disciplinary research?

scarce research LO in HEI

learning Organization, strategy adoption and Knowledge Transfer as Factors for improving Performance of Higher education institutions: a literature review ammar s. Habtoor *, Darwina ahmad arshad, Hazlinda Hassan School of Business Management, College of Business, Universiti Utara Malaysia

https://www.loom.com/share/a05f636661cb41628b9cb7061bd749ae

Synopsis: Maggie Delano looks at some of the affordances supplied by Tana (compared to Roam Research) in terms of providing better block-based user interface for note type creation, search, and filtering.

These sorts of tools and programmable note implementations remind me of Beatrice Webb's idea of scientific note taking or using her note cards like a database to sort and search for data to analyze it and create new results and insight.

It would seem that many of these note taking tools like Roam and Tana are using blocks and sub blocks as a means of defining atomic notes or database-like data in a way in which sub-blocks are linked to or "filed underneath" their parent blocks. In reality it would seem that they're still using a broadly defined index card type system as used in the late 1800s/early 1900s to implement a set up that otherwise would be a traditional database in the Microsoft Excel or MySQL sort of fashion, the major difference being that the user interface is cognitively easier to understand for most people.

These allow people to take a form of structured textual notes to which might be attached other smaller data or meta data chunks that can be easily searched, sorted, and filtered to allow for quicker or easier use.

Ostensibly from a mathematical (or set theoretic and even topological) point of view there should be a variety of one-to-one and onto relationships (some might even extend these to "links") between these sorts of notes and database representations such that one should be able to implement their note taking system in Excel or MySQL and do all of these sorts of things.

Cascading Idea Sheets or Cascading Idea Relationships

One might analogize these sorts of note taking interfaces to Cascading Style Sheets (CSS). While there is the perennial question about whether or not CSS is a programming language, if we presume that it is (and it is), then we can apply the same sorts of class, id, and inheritance structures to our notes and their meta data. Thus one could have an incredibly atomic word, phrase, or even number(s) which inherits a set of semantic relationships to those ideas which it sits below. These links and relationships then more clearly define and contextualize them with respect to other similar ideas that may be situated outside of or adjacent to them. Once one has done this then there is a variety of Boolean operations which might be applied to various similar sets and classes of ideas.

If one wanted to go an additional level of abstraction further, then one could apply the ideas of category theory to one's notes to generate new ideas and structures. This may allow using abstractions in one field of academic research to others much further afield.

The user interface then becomes the key differentiator when bringing these ideas to the masses. Developers and designers should be endeavoring to allow the power of complex searches, sorts, and filtering while minimizing the sorts of advanced search queries that an average person would be expected to execute for themselves while also allowing some reasonable flexibility in the sorts of ways that users might (most easily for them) add data and meta data to their ideas.

Jupyter programmable notebooks are of this sort, but do they have the same sort of hierarchical "card" type (or atomic note type) implementation?

Hello u/sscheper,

Let me start by thanking you for introducing me to Zettelkasten. I have been writing notes for a week now and it's great that I'm able to retain more info and relate pieces of knowledge better through this method.

I recently came to notice that there is redundancy in my index entries.

I have two entries for Number Line. I have two branches in my Math category that deals with arithmetic, and so far I have "Addition" and "Subtraction". In those two branches I talk about visualizing ways of doing that, and both of those make use of and underline the term Number Line. So now the two entries in my index are "Number Line (Under Addition)" and "Number Line (Under Subtraction)". In those notes I elaborate how exactly each operation is done on a number line and the insights that can be derived from it. If this continues, I will have Number Line entries for "Multiplication" and "Division". I will also have to point to these entries if I want to link a main note for "Number Line".

Is this alright? Am I underlining appropriately? When do I not underline keyterms? I know that I do these to increase my chances of relating to those notes when I get to reach the concept of Number Lines as I go through the index but I feel like I'm overdoing it, and it's probably bloating it.

I get "Communication (under Info. Theory): '4212/1'" in the beginning because that is one aspect of Communication itself. But for something like the number line, it's very closely associated with arithmetic operations, and maybe I need to rethink how I populate my index.

Presuming, since you're here, that you're creating a more Luhmann-esque inspired zettelkasten as opposed to the commonplace book (and usually more heavily indexed) inspired version, here are some things to think about:<br /> - Aren't your various versions of number line card behind each other or at least very near each other within your system to begin with? (And if not, why not?) If they are, then you can get away with indexing only one and know that the others will automatically be nearby in the tree. <br /> - Rather than indexing each, why not cross-index the cards themselves (if they happen to be far away from each other) so that the link to Number Line (Subtraction) appears on Number Line (Addition) and vice-versa? As long as you can find one, you'll be able to find them all, if necessary.

If you look at Luhmann's online example index, you'll see that each index term only has one or two cross references, in part because future/new ideas close to the first one will naturally be installed close to the first instance. You won't find thousands of index entries in his system for things like "sociology" or "systems theory" because there would be so many that the index term would be useless. Instead, over time, he built huge blocks of cards on these topics and was thus able to focus more on the narrow/niche topics, which is usually where you're going to be doing most of your direct (and interesting) work.

Your case sounds, and I see it with many, is that your thinking process is going from the bottom up, but that you're attempting to wedge it into a top down process and create an artificial hierarchy based on it. Resist this urge. Approaching things after-the-fact, we might place information theory as a sub-category of mathematics with overlaps in physics, engineering, computer science, and even the humanities in areas like sociology, psychology, and anthropology, but where you put your work on it may depend on your approach. If you're a physicist, you'll center it within your physics work and then branch out from there. You'd then have some of the psychology related parts of information theory and communications branching off of your physics work, but who cares if it's there and not in a dramatically separate section with the top level labeled humanities? It's all interdisciplinary anyway, so don't worry and place things closest in your system to where you think they fit for you and your work. If you had five different people studying information theory who were respectively a physicist, a mathematician, a computer scientist, an engineer, and an anthropologist, they could ostensibly have all the same material on their cards, but the branching structures and locations of them all would be dramatically different and unique, if nothing else based on the time ordered way in which they came across all the distinct pieces. This is fine. You're building this for yourself, not for a mass public that will be using the Dewey Decimal System to track it all down—researchers and librarians can do that on behalf of your estate. (Of course, if you're a musician, it bears noting that you'd be totally fine building your information theory section within the area of "bands" as a subsection on "The Bandwagon". 😁)

If you overthink things and attempt to keep them too separate in their own prefigured categorical bins, you might, for example, have "chocolate" filed historically under the Olmec and might have "peanut butter" filed with Marcellus Gilmore Edson under chemistry or pharmacy. If you're a professional pastry chef this could be devastating as it will be much harder for the true "foodie" in your zettelkasten to creatively and more serendipitously link the two together to make peanut butter cups, something which may have otherwise fallen out much more quickly and easily if you'd taken a multi-disciplinary (bottom up) and certainly more natural approach to begin with. (Apologies for the length and potential overreach on your context here, but my two line response expanded because of other lines of thought I've been working on, and it was just easier for me to continue on writing while I had the "muse". Rather than edit it back down, I'll leave it as it may be of potential use to others coming with no context at all. In other words, consider most of this response a selfish one for me and my own slip box than as responsive to the OP.)

http://johannadaniel.fr/isidoreganesh/2014/12/ecriture-connectee-experience-redaction-memoire/

http://johannadaniel.fr/isidoreganesh/2015/06/archives-roland-barthes/

Translation:

There is one point in particular that strikes me more every day: what the archive of yesterday's researcher can teach today's researcher, in terms of methodology.

With the rarer exceptions of writers like Erasmus, Melanchthon, Agricola, U. Eco, and G. Weinberg who wrote manuals or others like John Locke (on Indices), E. Bernheim, Langlois/Seignobos, and B. Webb who tucked reasonable advice on research and note taking methods in their texts or appendices one of the benefits of of researcher archives is not just the historical record of the researcher's evolving thought, but to actually show specific types of methodology and changes through time.

Barbara Tuchman analogized stopping one's research to going out on a date: one should leave off a half-hour before you really want to.

Liink to: This sounds suspiciously like advice about when to start writing, but slightly in reverse: https://hypothes.is/a/WeoX9DUOEe2-HxsJf2P8vw

One might also liken these processes to the idea of divergence and convergence as described by Tiago Forte and others.

https://www.researchrabbit.ai/

Goutor recommended the use of bibliographic cards not only for their standard uses as sourcing, information, and footnotes, but for creating potential scopes of work and research for planning purposes, especially in planning out one's reading and note taking using various archives and resources to make more effective and productive use of one's time. (p13) This can be potentially very useful for visiting archives and sources for which one does not have easy or frequent access.

There is a difference between various modes of note taking and their ultimate outcomes. Some is done for learning about an area and absorbing it into one's own source of general knowledge. Others are done to collect and generate new sorts of knowledge. But some may be done for raw data collection and analysis. Beatrice Webb called this "scientific note taking".

Historian Jacques Goutor talks about research preparation for this sort of data collecting and analysis though he doesn't give it a particular name. He recommends reading papers in related areas to prepare for the sort of data acquisition one may likely require so that one can plan out some of one's needs in advance. This will allow the researcher, especially in areas like history or sociology, the ability to preplan some of the sorts of data and notes they'll need to take from their historical sources or subjects in order to carry out their planned goals. (p8)

C. Wright Mills mentions (On Intellectual Craftsmanship, 1952) similar research planning whereby he writes out potential longer research methods even when he is not able to spend the time, effort, energy, or other (financial) resources to carry out such plans. He felt that just the thought experiments and exercise of doing such unfulfilled research often bore fruit in his other sociological endeavors.

Goutor indicates that "a certain amount of individual in methods is commendable, and indeed necessary." but that "it soon becomes apparent that there are some ways of doing things more efficient and ultimately more productive than others". But he goes on to bemoan that how to manuals offer little help.

(p3, Introduction)

https://dictionary.apa.org/phonological-loop

The practice of repeating items as a means of attempting to place them into short-term memory is called maintenance rehearsal. Examples of this practice include repeating a new acquaintance's name or perhaps their phone number multiple times as a means of helping to remember it either for the short term or potentially the long term.

Research on the levels-of processing model of memory indicates that maintenance rehearsal is not as effective at promoting long term memory as methods like elaborative rehearsal.

https://www.youtube.com/watch?v=wRssjvU2d-s

Starts out with some of the personal histories of how both got into the note making space.

This got more interesting for me around the 1:30 hour mark, but I was waiting for the material that would have shown up at the 3 hour mark (which doesn't exist...).

Scott spoke about the myths of zettelkasten. See https://www.reddit.com/r/Zettelkasten/comments/urawkd/the_myths_of_zettelkasten/

He also mentions maintenance rehearsal versus elaborative rehearsal. These are both part of spaced repetition. The creation of one's own cards helps play into both forms.

Brown, Peter C., Henry L. Roediger III, and Mark A. McDaniel. Make It Stick: The Science of Successful Learning. Belknap Press, 2014. https://www.hup.harvard.edu/catalog.php?isbn=9780674729018

!- reference : Emilio Gomez Milan - university of Granada, Spain conducted psycho-thermal studies "Pinnochio effect" of lying generating heat of the nose

early study relating to both culture and memory decay

What does memory decay scale as? Is it different for different levels of "stickiness"?

Thanks for this! I like the framing and general concept of the book.

It seems like its a good follow on to Dan Allosso's OER text How to Make Notes and Write https://minnstate.pressbooks.pub/write/ or Sönke Ahrens' How to Take Smart Notes https://amzn.to/3DwJVMz which includes some useful psychology and mental health perspective.

Other similar examples are Umberto Eco's How to Write a Thesis (MIT, 2015) or Gerald Weinberg's The Fieldstone Method https://amzn.to/3DCf6GA These may be some of what we're all missing.

I'm reminded of Mark Robertson's (@calhistorian) discussion of modeling his note taking practice and output in his classroom using Roam Research. https://hyp.is/QuB5NDa0Ee28hUP7ExvFuw/thatsthenorm.com/mark-robertson-history-socratic-dialogue/ Perhaps we need more of this?

Early examples of this sort of note taking can also be seen in the religious studies space with Melanchthon's handbook on commonplaces or Jonathan Edwards' Miscellanies, though missing are the process from notes to writings. https://www.logos.com/grow/jonathan-edwards-organizational-genius/

Other examples of these practices in the wild include @andy_matuschak's https://www.youtube.com/watch?v=DGcs4tyey18 and TheNonPoet's https://www.youtube.com/watch?v=_sdp0jo2Fe4 Though it may be better for students to see this in areas in which they're interested.

Hypothes.is as a potential means of modeling and allowing students to directly "see" this sort of work as it progresses using public/semi-public annotations may be helpful. Then one can separately model re-arranging them and writing a paper. https://web.hypothes.is/

Reply to: https://twitter.com/BenjaminVanDyne/status/1571171086171095042

https://www.youtube.com/watch?v=nEycdHEQrco

what about people who may have been on the spectrum, and naturally suited to these endeavors, but who may have wished to hide from the resultant fame or notoreity? Those researchers surely existed in the past.

What about the quickening of these research databases in the digital era that allow researchers like Thomas Piketty to do work on the original sources, but still bring them into a form that allows the analysis and writing critically about them over the span of their own lifetimes? How many researchers are there like this?

Indeed! I find myself having asked this particular question in a similar setting/context before!!!

https://www.rayyan.ai/

Author states its motivation: - strong coupling between data and cryptosystems in BCh - the cryptosystems potential vulnerability to quantum computers - the likely introduction of quantum computers in the mid-term future - also the high monetary value of the assets secured plus momentum of BCh.

Notion – The all-in-one workspace for your notes, tasks, wikis, and databases. (n.d.). Notion. Retrieved 14 February 2022, from https://www.notion.so

Ball, P. (2022, February 26). Will we get a single, variant-proof vaccine for Covid? The Observer. https://www.theguardian.com/society/2022/feb/26/will-we-get-a-single-variant-proof-vaccine-for-covid

Beaumont, P. (2021, December 17). T-cells in Pfizer Covid jab recipients stay robust against severe illness. The Guardian. https://www.theguardian.com/world/2021/dec/17/t-cells-pfizer-covid-jab-robust-against-severe-illness-south-africa-research

COVID-19 vaccine tracker and landscape. (2022, April 22). https://www.who.int/publications/m/item/draft-landscape-of-covid-19-candidate-vaccines

Irwin, A. (2021). How COVID spurred Africa to plot a vaccines revolution. Nature. https://doi.org/10.1038/d41586-021-01048-1

Jones, B., Wardman, L., & Tinkler, L. (2021, September 3). Coronavirus vaccine hesitancy in younger adults—Office for National Statistics. https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/healthandwellbeing/articles/coronavirusvaccinehesitancyinyoungeradults/june2021

Koerth, M. (2021, November 3). The Science You Need To Make Your COVID-19 Decisions. FiveThirtyEight. https://projects.fivethirtyeight.com/covid-19-updates/

Ozernov-Palchik, O., Olson, H., Arechiga, X., Kentala, H., Solorio-Fielder1, J. L., Wang, K. L., Torres, Y. C., Gardino, N. D., Dieffenbach, J. R., & Gabrieli, J. (2021). Implementing Remote Developmental Research: A Case Study of an RCT Language Intervention During COVID-19. PsyArXiv. https://doi.org/10.31234/osf.io/k9632

Automatic reference cards!

When did they stop doing this!!!

Atari, M., Reimer, N. K., Graham, J., Hoover, J., Kennedy, B., Davani, A. M., Karimi-Malekabadi, F., Birjandi, S., & Dehghani, M. (2021). Pathogens Are Linked to Human Moral Systems Across Time and Space. PsyArXiv. https://doi.org/10.31234/osf.io/tnyh9

CNN, I. K. (n.d.). Vaccine inequity and hesitancy made the Omicron variant more likely, scientists say. CNN. Retrieved December 23, 2021, from https://www.cnn.com/2021/11/28/world/omicron-coronavirus-variant-vaccine-inequity-intl-cmd/index.html

Gollub, R. L. (2022). Brain changes after COVID revealed by imaging. Nature. https://doi.org/10.1038/d41586-022-00503-x

ReconfigBehSci. (2021, December 17). RT @EricTopol: No evidence that Omicron is less severe, new @imperialcollege study reports https://ft.com/content/020534b3-5a54-4517-9fd1-167a5db50786 https://t.co/5YYzJ6tVtc [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1472156681098469380

Eric Topol. (2021, October 27). 'The benefit of a third [booster] dose in reducing transmission is sizeable and increases with vaccine coverage and contact rates among individuals." https://medrxiv.org/content/10.1101/2021.10.25.21265500v1 by @billygardner and @DiseaseEcology https://t.co/zAZcJgF1nJ [Tweet]. @EricTopol. https://twitter.com/EricTopol/status/1453153076165021696

Holford, D. L., Juanchich, M., & Sirota, M. (2021). Ambiguity and unintended inferences about risk messages for COVID - 19. PsyArXiv. https://doi.org/10.31234/osf.io/w5rd6

Bor, A., Jørgensen, F. J., & Petersen, M. B. (2021). The COVID-19 Pandemic Eroded System Support But Not Social Solidarity. PsyArXiv. https://doi.org/10.31234/osf.io/qjmct

Nerd, G. M.-K. H. (2022, February 25). The Jury is Still Out on Ivermectin. Medium. https://gidmk.medium.com/the-jury-is-still-out-on-ivermectin-7d0a1895549

Jørgensen, F. J., Nielsen, L. H., & Petersen, M. B. (2021). Willingness to Take the Booster Vaccine in a Nationally Representative Sample of Danes. PsyArXiv. https://doi.org/10.31234/osf.io/wurz8

Yale researchers develop RNA-based therapy that clears SARS-CoV-2 from mice. (n.d.). EurekAlert! Retrieved January 9, 2022, from https://www.eurekalert.org/news-releases/934454

Desai, S. C., & Reimers, S. (2022). Does explaining the origins of misinformation improve the effectiveness of a given correction? PsyArXiv. https://doi.org/10.31234/osf.io/fxkzc

Seaman, K. L., Christensen, A. P., Senn, K., Cooper, J., & Cassidy, B. S. (2022). Age Differences in the Social Associative Learning of Trust Information. PsyArXiv. https://doi.org/10.31234/osf.io/b38rd

Bias towards researching tangible things needs time to be overcome, it's also a gear shift to higher level of complexity in viewpoint. Compare to my searches in my fav topics list, where does this apply / potential hardening of focus?

https://danallosso.substack.com/p/announcing-how-to-make-notes-and

Congratulations @danallosso!

They're drawing primarily from students with the following broad interests: - learning sciences / educational psychology - sociology of education (to influence policy/practice) - those with strong real-world experience (looking to apply it to a specific area)

tuition coverage & stipend<br /> must be based in Baltimore<br /> prefer one speaks to faculty members for alignment of research areas and mentorship prior to joining

See also the author's (Eva Keiffenheim) article on RoamBrain: THE COMPLETE GUIDE FOR BUILDING A ZETTELKASTEN WITH ROAM RESEARCH

Compare this statement to the no less grandiloquence of Niklas Luhmann's mission statement: "Theory of society; duration: 30 years; costs: none”.

link to: -https://hyp.is/RyY9ZPfYEeytOHPQUhhzdQ/www.reddit.com/r/antinet/comments/vlape5/luhmanns_zettelkasten_use_case/

This quote would seem to indicate that Luhmann had read or seen this book.

Luhmann's zettelkasten (search on 2022-07-19) only shows one card referencing some of her other work: https://niklas-luhmann-archiv.de/bestand/zettelkasten/zettel/ZK_1_NB_33-1d1A4-1_V

What specifically?

Is the sample size of learning experiments really large enough to account for the differences in potential neurodiversity?

How well do these do for simple lectures which don't add mnemonic design of some sort? How to peel back the subtle differences in presentation, dynamism, design of material, in contrast to neurodiversities?

What are the list of known differences? How well have they been studied across presenters and modalities?

What about methods which require active modality shifts versus the simple watch and regurgitate model mentioned in watching videos. Do people do actively better if they're forced to take notes that cause modality shifts and sensemaking?

Yup. This is basically a version of "don't coddle your students".