Mnemonics for the places or pictures used by his predecessors. The historians of Mnemonics, especially Aretin, Reventlow, and the learned and famous bibliographer, Edward Marie Oettinger, in Leipzic, to whom I owe the above-mentioned and some of the following details on the history of Mnemonics, give a dozen other names of authors on Mnemonics belonging to this epoch.*

Edward Pick mentions Conrad Celtes in passing for having "made the great discovery that the alphabet could be substituted in Mnemonics for the places and pictures used by his predecessors. He doesn't provide a textual source for the information.

Pick indicates that his primary sources were Edward Marie Oettinger, (Johann Christoph Freiherr von) Aretin, and (Carl Otto) Reventlow who may have more detail on Celte's potential influence on the major system as well as potential alternate names from that era.

see also: - https://en.wikipedia.org/wiki/Eduard_Maria_Oettinger<br /> - History of Mnemonics by J. Ch, Baron von Aretin

Evidence that Ryan Holiday doesn't have any memory practice.

Surprising?...

Reasonable overview of history. Worth digging into to flesh out more fully with respect to the major system in particular.

https://theodora.com/encyclopedia/m2/mnemonics.html

https://www.gutenberg.org/files/33295/33295-h/33295-h.htm#ar1

THE ENCYCLOPÆDIA BRITANNICA<br /> A DICTIONARY OF ARTS, SCIENCES, LITERATURE AND GENERAL INFORMATION<br /> ELEVENTH EDITION<br /> VOLUME V SLICE VI<br /> Celtes, Konrad to Ceramics

Rudolphus Agricola was one of Konrad Celtes' teachers.

I haven't delved into McPherson's work yet, but it's in my pile. She's one of the few people who've written about both note taking and memory, so I'm intrigued. I take it you like her perspective? Does she delve into any science-backed methods or is she coming from a more experiential perspective?

Is anyone practicing sketchnotes like patterns in their notes?

I've noticed that u/khimtan has a more visual stye of note taking with respect to their cards, but is anyone else doing this sort of visualization-based type of note taking in the vein of sketchnotes or r/sketchnoting? I've read books by Mike Rohde and Emily Mills and tinkered around in the space, but haven't actively added it to my practice tacitly. For those who do, do you have any suggestions/tips? I suspect that even simple drollery-esque images on cards would help with the memory/recall aspects. This may go even further for those with more visual-based modes of thinking and memory.

For those interested in more, as well as some intro videos, here are some of my digital notes: https://hypothes.is/users/chrisaldrich?q=sketchnotes

https://www.reddit.com/r/antinet/comments/wc63sw/is_anyone_practicing_sketchnotes_like_patterns_in/

Why is memory for online pieces weaker for most?

Is it the lack of sense of "physical" location for helping to store it? What about the seemingly ephemeral character of online data?

Beatrice Webb sees the primary uses of notes as a memory device and a discovery device.

https://threadreaderapp.com/thread/1547390915689566211.html via https://twitter.com/nicolas_gatien/status/1547390946156969984

Nicolas, I broadly agree with you that many of these factors of reading and writing for understanding and retention are at play and the research in memory and spaced repetition underlines a lot of this. However in practice, one needs to be revisiting and actively using their notes for some particular project to remember them better. The card search may help to create both visual and physical paths that assist in memory too.

Reliance solely on a physical zettelkasten however may not be enough without active use over time, particularly for the majority of users. It's unlikely that all or even many may undertake this long term practice. Saying that this is either the "best", "optimum", or "only" way would be disingenuous to the diversity of learners and thinkers.

Those who want to add additional strength to these effects might also use mnemonic methods from indigenous cultures that rely on primary orality. These could include color, images, doodles (drolleries anyone?), or other associative methods, many of which could be easily built into an (antinet) zettelkasten. Lynne Kelly's work in this area can be highly illuminating. For pure practical application and diversity of potential methods, I recommend her book Memory Craft https://amzn.to/3zdqqGp, but she's got much more academic and in depth work that is highly illustrative.

With this background on orality and memory in mind we might all broadly view wood and stone circles (Stonehenge), menhir, standing stones, songlines, and other mnemonic devices in the archaeological and sociological records as zettelkasten which one keeps entirely in their memory rather than writing them down. We might also consider, based on this and the historical record concerning Druids and their association with trees that the trees served a zettelkasten-like function for those ancient societies. This continues to extend to lots of other cultural and societal practices throughout history. Knowledge from Duane Hamacher et al's book The First Astronomers and Karlie Noone and Krystal De Napoli's Astronomy: Sky Country will underline these theories and practices in modern indigenous settings.

The associative emblematic worldview prevalent prior to the seventeenth century began to disappear within Western culture as the rise of the early modern period and the beginning of the scientific revolution began to focus on more descriptive modes of thought and representation.

Have any researchers done specific work on this shift from emblematic to the descriptive? What examples do they show which support this shift? Any particular heavy influences?

This section cites:<br /> William B. Ashworth, Jr. “Natural History and the Emblematic World View,” in Reappraisals of the Scientific Revolution, David C. Lindberg and Robert S. Westfall, eds #books/wanttoread<br /> which could be a place to start.

Note that this same shift from associative and emblematic to descriptive and pedantic coincides not only with the rise of the scientific revolution but also with the effects of rising information overload in a post-Gutenberg world as well as the education reforms of Ramus (late 1500s) et al. as well as the beginning of the move away from scholasticism.

Is there any evidence to support claims that this worldview stemmed from pagan traditions and cultures and not solely the art of memory traditions from ancient Greece? Could it have been pagan traditions which held onto these and they were supplemented and reinforced by ecclesiastical forces which used the Greek traditions?

Examples of emblematic worldview: - particular colors of flowers meant specific things (red = love, yellow = friendship, etc.) We still have these or remants - Saints had their associative animals and objects - anniversary gifts had associative meanings (paper, silver, gold, etc.) We still have remnants of these things, though most are associated with wealth (gold, silver, platinum anniversaries). When did this tradition actually start? - what were the associative meanings of rabbits, turtles, and other animals which appear frequently in manuscript marginalia? (We have the example of the bee (Latin: apes) which where frequently used this way as being associated with the idea of imitation.) - other broad categories?

Medieval culture had imbued its perspective of the natural world with a variety of emblematic associations. Plants and animals were not simply specimens or organisms in the world but were emblematic representations of ideas which were also associated with them.

example: peacock / pride

Did this perspective draw from some of the older possibly pagan forms of orality and mnemonics? Or were the potential associations simply natural ones which (re-?)grew either historically or as the result of the use of the art of memory from antiquity?

Following interruptions by colleagues or phone calls at work, people may frequently ask themselves "where was I?" more frequently than "what was I doing?" This colloquialism isn't surprising as our memories for visual items and location are much stronger than actions. Knowledge workers will look around at their environments for contextual clues for what they were doing and find them in piles of paper on their desks, tabs in their computer browser, or even documents (physical or virtual) on their desktops.

Kidd indicates that knowledge workers may prefer to take notes in physical notebooks because they're not forced to classify them immediately, but they can use their physical presence and location as a means of indicating that some sort of follow up is required. Comparing this to most digital notes which don't have this same sort of location, one is more worried that the computer filing them away will mean that they become lost almost instantaneously. Some notes like diary dates and phone numbers which may have very specific locations for noting them don't fall under these auspices, but other longer and more detailed notes certainly would.

A digital zettelkasten or commonplace may help to alleviate this as individual ideas are linked and indexed in multiple ways which make them easier to both find, use and expand upon.

I'm reminded here of the old aphorism "Out of sight is out of mind."

This harkens back to the idea of oral cultures using their environments as memory palaces to remember their culture, laws, and knowledge. Things being within sight mean that they were immediately brought to mind.

For an office worker, filing an item is tantamount to literally putting both out of their sight as well as their mind.

Compare this to the more advanced zettelkasten methods where knowledge workers file everything away out of their sight, but with the tacit idea that they'll be regularly revisiting their ideas on index cards to link other ideas to them to keep building upon them. While things may be temporarily out of mind, they're regularly recycled and linked to new ideas. Their re-emergence can cause them to be remembered, re-contextualized, and often feel like serendipity for linking to other ideas in one's collection.

The quote from this paper references Mander 1992:

It seems that knowledge workers use physical space, such as desks or floors, as a temporary holding pattern for inputs and ideas which they cannot yet categorise or even decide how they might use [12].

leads me to believe that the original paper has information which supports office workers using their physical environments as thinking and memory spaces much as indigenous peoples have for their knowledge management systems using orality and memory.

For scholars of orality, the value of the messiness in many knowledge workers' work spaces is probably not surprising. It's likely that these workers are using their local environment as oral cultures have since time immemorial. They're creating physical songlines or memory palaces in their local environment to which they're spatially attaching memories of the work they're doing, performing, or need to perform. This allows them to offload some of their memory work, storage, and retention to items in their physical space.

https://www.youtube.com/watch?v=7s4xx_muNcs

Don't recommend unless you have 100 hours to follow up on everything here that goes beyond the surface.

Be aware that this is a gateway for what I'm sure is a relatively sophisticated sales funnel.

Motivational and a great start, but I wonder how many followed up on these techniques and methods, internalized them and used them every day? I've not read his book, but I suspect it's got the usual mnemonic methods that go back millennia. And yet, these things are still not commonplace. People just don't seem to want to put in the work.

As a result, they become a sales tool with a get rich quick (get smart quick) hook/scheme. Great for Kwik's pocketbook, but what about actual outcomes for the hundreds who attended or the 34.6k people who've watched this video so far?

These methods need to be instilled in youth as it's rare for adults to bother.

Acronyms for remembering things are alright, but not incredibly effective as most people will have issues remembering the acronym itself much less what the letters stand for.

There seems to be an over-fondness for acronyms for people selling systems like this. (See also Tiago Forte as another example.)

Example of someone in the wild using their body as a locus for attaching memories temporarily so that they can recall ideas for making note of later.

Something interesting here about a "gossipy collaboration" of an address book that crystallized a "sexual memory...told by spaces".

This also happens with the techniques of orality, but from an entirely different perspective. Again, these methods are totally invisible even to an expert on productivity and personal knowledge management.

Not even a mention here of the ancient Greeks bemoaning the invention of literacy as papering over valuable memory.

Visual cues one can make in their notes and user interfaces that help to focus or center on these can be useful reminders for what appears in particular notes, especially if visual search is a possibility.

Is this the reason that Gyuri Lajos very frequently cuts and pastes images into his Hypothes.is notes?

Which note taking applications leverage this sort of visual mnemonic device? Evernote did certainly, but other text heavy tools like Obsidian, Logseq, and Roam Research don't. Most feed readers do this well leveraging either featured photos, photos in posts, or photos in OGP.

The studies quoted here are in the mid 80s and early 90s before the rise of better and easier UI methods or more powerful search. I'd have to call this conclusion into question.

There's also a big difference in what people know, what people prefer, and what knowledgeable people can do most quickly.

Cross reference this with Dan Russell's research at Google that indicates that very few people know how to use ctrl-f to find or search for things in documents. - https://hyp.is/7a532uxjEeyYfTOctQHvTw/www.youtube.com/channel/UCh6KFtW4a4Ozr81GI1cxaBQ

Relate it to the idea of associative (memory) trails (Memex), songlines, and method of loci in remembering where things are -- our brains are designed to navigate using memory

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?

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?

Face-to-face teaching and learning has been the majority default for nearly all of human existence. Obviously it was the case in oral cultures, and the tide has shifted a bit with the onset of literacy. However, with the advent of the Internet and the pressures of COVID-19, lots of learning has broken this mold.

How can the affordances of literacy-only modalities be leveraged for online learning that doesn't include significant fact-to-face interaction? How might the zettelkasten method of understanding, sense-making, note taking, and idea generation be leveraged in this process?

A card index can be a massive boon to a writer as a well-indexed one, in particular, will save massive amounts of time which might otherwise be spent searching for quotes or ideas that they know they know, but can't easily recreate.

https://twitter.com/david_perell/status/1414053242120646656

visual objects are encoded into memory over a long period of time until it becomes familiar. When a word is spoken when the memory trace associated with the visual object is reactivated, connection between word and visual object is made rapidly.

fear hardwires memory of truamatic experiences into the brain.

There's some magical thinking involved here. While the system has some arbitrary internal branching, the surprises come from the system's perfect memory that the human user doesn't have. This makes it appear that the system creates its own creativity, but it is really the combinatorics of the perfect memory system with use over time.

Link to: serendipity of systems based on auto-complete

https://www.youtube.com/watch?v=s6OmqXCsYt8

It's often said that, 'The hand is the visible part of our brain.'

see also: https://en.wikipedia.org/wiki/Soroban

Do not omit these last- they will not come back at will, even when you return to the item that gave

When reading, it's important to sketch out your own novel ideas and thoughts as you go as they will be difficult or impossible to recover them.

https://openglobalmind.com/

Clever use of this quote. How can you do anything but love it?

The actual incubation here is highly dependent on re-visiting our notes for active use and reloading their contexts back into our minds as well as re-arranging them mentally or otherwise. The incubation doesn't happen within the system though the system can help save them for us. We still need to be able to search and interlink them.

I'm not a fan of digs at the idea of our "Paleolithic memory", particularly as there is some reasonable evidence that oral memory methods in the Paleolithic are probably vastly superior to those "modern" humans are using now.

Cross reference: Kelly, Lynne. Knowledge and Power in Prehistoric Societies: Orality, Memory and the Transmission of Culture. Cambridge: Cambridge University Press, 2015. https://doi.org/10.1017/CBO9781107444973.

I had this same sense early on, but it involved a capacious memory rather than a reliance on written notes that I needed to consult.

David Allen has apparently not acquainted himself with any of the arts of memory.

Jordan Peterson apparently has described using a memory palace (castle?) he used with 12 spaces for writing his book (presumably 12 Rules for life?).

Dig into research on maintenance rehearsal versus elaborative rehearsal.

Theory: The external context of one's physical surroundings (pen, paper, textures, sounds, smells, etc.) combined with the internal context, the learner's psychological state, mood, etc., comprises a potentially closed system where each part props up the other for the best learning outcomes.

Do neurodiversity effects help/hinder this process? What if people are missing one or more of these bits of contextualization? What does the literature look like in this space? Research?

https://www.youtube.com/watch?v=Hq66X9f-zgc

Our written records have increased incalculably because our living memory doesn't serve us or our society or culture the way it previously did in pre-literate times. The erasure of cruelties and tyrrany is all to easy when we rely only on literacy, particularly when book banning and erasure can easily become the norm.

Nice to see the taxi driver study pop up here.

Maguire EA, Valentine ER, Wilding JM, Kapur N. Routes to remembering: The brains behind superior memory. Nature Neuroscience. 2003;6(1):90–5. pmid:12483214 https://doi.org/10.1038/nn988

A few weeks back I joined the Schoenberg Institute's ongoing series "Coffee with a Codex" which featured two manuscripts the Penn Libraries have relating to Rhetorica ad Herennium. One is MS Codex 1630, a 15th century copy of the text itself, and MS Codex 1629 which is a 14th century commentary on Rhetorica.

As a few here are interested in some of the older memory texts and having access to older copies from the Renaissance is rare, I thought I'd share some of the resources from that session including photos, descriptions, and the videos themselves which have recently been posted online. For those who are interested in these spaces, I hope this is as much of a treat as I thought it was.

A blog post with some details, links, and great photos: https://schoenberginstitute.org/2022/03/09/ms-codex-1630-ms-codex-1629-rhetoric/

A short video introduction to the MS Codex 1630: https://www.youtube.com/watch?v=4XpFbbHgNQ4

And here's the full 30 minute video of the walk through session of both manuscripts: https://www.youtube.com/watch?v=vT6Qdgz93Ec&list=PL8e3GREu0zuC-jTFRF27a88SzTQ6fSISy&index=8

Full digital copies of both books and bibliographic details for them can be found below: Ms. Codex 1630: https://franklin.library.upenn.edu/catalog/FRANKLIN_9958935643503681

Ms. Codex 1629: https://franklin.library.upenn.edu/catalog/FRANKLIN_9958752123503681

She doesn't mention it, but they're not only placing things in order for potential memory purposes, but they're also placing an order on their world as well.

Ladders and steps were frequently used to create an order of beings as in the scala naturae or the Great Chain of Being.

Some of this is also seen in Ramon Lull's Ladder of Ascent and Descent of the Mind, 1305 (Ars Magna)

Raymond Llull's combinatoric art of memory was revived by Jesuit polymath Athanasius Kircher.

want to read:

Kircher, Athanasius, Artis Magnae Sciendi (Amsterdam, 1669).

F*ck! I've been scooped!

Apparently I'm not the only one who has noticed this, though I notice that he doesn't cite Frances A. Yates, which would have certainly been the place for having come up with this historical background (at least that's where I found it.)

The Llullian arts can be more easily practiced with ideas placed on moveable index cards than they might be with ideas stored in one's own memory. Thus the index card as a tool significantly decreases the overhead and provides an easier user interface for permuting one's ideas and combining them. This decrease in mental work appearing at a time of information overload also puts specific pressure on the older use of the art of memory to put it out of fashion.

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.

https://www.esquire.com/news-politics/a7922/price-is-right-perfect-bid-0810/

Read this circa: 2019-10-26 20:00 See: https://hyp.is/HU9r5MhaEeyq-8OBZj_W7A/forum.artofmemory.com/

https://forum.artofmemory.com/t/the-contestant-who-outsmarted-the-price-is-right/43337

Circling back to this a few years later... I just watched the documentary Perfect Bid: The Contestant who Knew Too Much (2017) which follows the story of Theodore Slauson from the article. Apparently he had spent a significant amount of time watching/taping the show and documenting the prices.

The documentary provides a single example of Slauson using a visual mnemonic for remembering the price of one item. The majority of his method seemed to be the fact that he put his pricing lists into a self-made spaced repetition system which he practiced with extensively. For some of his earliest visits to the show he mentions that a friend who travelled with him quizzed him on items on his price list on the way to the show. This, likely combined with an above average natural memory, allowed him to beat TPIR.

Outside of the scant memory portion portrayed, it was a reasonably entertaining watch.

https://www.imdb.com/title/tt6854248/

The Contestant Who Outsmarted ‘The Price Is Right’

I was doing some research on counting cards and memory and came across this story from 2010 in Esquire relating to several who were using (unnamed) memory methods to perform better on The Price is Right game show. If nothing else, it’s a fascinating example of applied memory methods in modern culture.

https://www.esquire.com/news-politics/a7922/price-is-right-perfect-bid-0810/

2019-10-26 20:00

Historical note taking practices can tell us many things aside from just the ways in which textual information was managed. They can also tell us about how people lived, how they thought, how they used memory and writing and how these things were understood culturally.

We do however need to be careful in how we interpret these documents historically. We need to attempt to view them exegetically and not eisegetically. We also need to be careful to look at them from a "large world" perspective and not presume that small things had large and heavy influence on things to come in the future.

Simply the word abridgement here leads me to wonder:

Was the continual abridgement of texts and excerpting small pieces for later use the partial cause of the loss of the arts of memory? Ars excerpendi ad infinitum? It's possible that this, with the growth of note taking practices, continual information overload, and other pressures for educational reform swamped the prior practices.

For evidence, take a look at William Engel's work following the arts of memory in England and Europe to see if we can track the slow demise by attrition of the descriptions and practices. What would such a study show? How might we assign values to the various pressures at play? Which was the most responsible?

Could it have also been the slow, inexorable death of many of these classical means of taking notes as well? How did we loose the practices of excerpting for creating new ideas? Where did the commonplace books go? Where did the zettelkasten disappear to?

One author, with a carefully honed practice and the extant context of their life writes some brief notes which get passed along to their students or which are put into a new book that misses a lot of their existing context with respect to the new readers. These readers then don't know about the attrition happening and slowly, but surely the knowledge goes missing amidst a wash of information overload. Over time the ideas and practices slowly erode and are replaced with newer techniques which may not have been well tested or stood the test of time. One day the world wakes up and the common practices are no longer of use.

This is potentially all the more likely because of the extremely basic ideas underpinning some of memory and note taking. They seem like such basic knowledge we're also prone to take them for granted and not teach them as thoroughly as we ought.

How does one juxtapose this with the idea of humanist scholars excerpting, copying, and using classical texts with a specific eye toward preventing the loss of these very classical texts?

Is this potentially the idea of having one's eye on a particular target and losing sight of other creeping effects?

It's also difficult to remember what it was like when we ourselves didn't know something and once that is lost, it can be harder and harder to teach newcomers.

Linking one's ideas together is a means of contextualizing them as well as situating them in a particular location with respect to your other knowledge. This creation of structure and place (loci) helps to quicken one's memory of not on the new item, but the items to which it is attached.

pointer alias 的 optimization block 怎么理解？

什么是 memory alias？

为了写出有效率的程序，应该考虑哪些因素？

process 请求内存，有哪三个步骤？

phy. In that sense, the reproduction of these three slips ironically resonates, if on a different scale, with the world tour of the mask of Tutankhamen. It refers, if not to the magic silence of a relic, at least to the ghostly parergonal quality of what French language calls a reliquat.

Hollier argues that Barthes' reproduced cards are not only completely divorced from their original context and use, but that they are reproduced for the sheen of reality and artistic fashion they convey to the reader. So much thought, value, and culture is lost in the worship of these items in this setting compared to their original context.

This is closely linked to the same sort of context collapse highlighted by the photo of Chief William Berens seated beside the living stones of his elders in Tim Ingold's Why Anthropology Matters. There we only appreciate the sense of antiquity, curiosity, and exoticness of an elder of a culture that is not ours. These rocks, by very direct analogy, are the index cards of the zettelkasten of an oral culture.

Chief William Berens seated beside the living stones of his elders; a picture taken by A. Irving Hallowell in 1930, between Grand Rapids and Pikangikum, Ontario, Canada. (American Philosophical Society)

"Social encoding advantage" is what psychologists refer to as the phenomenon of people remembering social information more accurately than other types.

Reference to read: “social encoding advantage”: Matthew D. Lieberman, Social: Why Our Brains Are Wired to Connect (New York: Crown, 2013), 284.

It's likely that the social acts of learning and information exchange in oral societies had an additional stickiness over and beyond the additional mnemonic methods they would have used as a base.

The Western cultural tradition doesn't value the social coding advantage because it "excludes social interaction from the realm of the intellect" (Paul, 2021). Instead it provides advantage and status to the individual thinking on their own. We greatly prefer the idea of the "lone genius" toiling on their own, when this is hardly ever the case. Our availability bias often leads us to believe it is the case because we can pull out so many famous examples, though in almost all cases these geniuses were riding on the shoulders of giants.

Reference to read: remember social information more accurately: Jason P. Mitchell, C. Neil Macrae, and Mahzarin R. Banaji, “Encoding-Specific Effects of Social Cognition on the Neural Correlates of Subsequent Memory,” Journal of Neuroscience 24 (May 2004): 4912–17

Reference to read: the brain stores social information: Jason P. Mitchell et al., “Thinking About Others: The Neural Substrates of Social Cognition,” in Social Neuroscience: People Thinking About Thinking People, ed. Karen T. Litfin (Cambridge: MIT Press, 2006), 63–82.

The process seen in cognitive apprenticeships seems more akin to the sorts of knowledge transfer done in primary oral indigenous cultures by passing down stories and performing (song, dance, art, etc.) knowledge.

It shouldn't be surprising that cognitive apprenticeships work well given their general use by oral cultures over millennia.

link to: Writing out answers will show gaps in knowledge Performing actions will show gaps in knowledge

this looks interesting and based on quotes in this paper in the final pages might be interesting or useful with respect to pulling apart memory and orality

What relation does Stiegler's 'tertiary memory' have with respect to the 'third archive' if we mix these two together?

These two should be interesting to read on memory and how they delineate its various layers.

See: Stiegler, B. (2009) Technics and Time, 2: Disorientation. Trans. S. Barker. Stanford, CA: Stanford University Press.

'Memory crutch' implies a physical human failing that needs assistance rather than a phrase like aide-mémoire that doesn't draw that same attention.

https://techcrunch.com/2022/04/06/twitter-deleted-embedded-tweet/

The dendroglyphs (markings on trees) or the petroglyphs (markings on stone in the stony territories) are the libraries of the indigenous peoples who always relate their stories from the markings back up to the sky.

via Uncle Ghillar Michael Anderson

Can this be linked to the practices of the Druids who may have had similar methods? How about linking the petroglyphs in the Celtic (English) countryside?

The white fellas learned very quickly from the Romans that the first thing you attack is other people's religious beliefs, which are the modern day equivalent of communication towers. That's how oral societies communicate their knowledge and culture.

via Uncle Ghillar Michael Anderson

redistribution arrays 可能会遇到什么问题？

有什么误用 std::unique_ptr 的情况？

c++ 默认提供什么样的 copy constructor，这会导致什么问题？

Personalizing ideas using existing memories is a method of brining new knowledge into one's own personal context and making them easier to remember.

link this to: - the pedagogical idea of context shifting as a means of learning - cards about reframing ideas into one's own words when taking notes

There is a solid group of cards around these areas of learning.

Random thought: Personal learning networks put one into a regular milieu of people who are talking and thinking about topics of interest to the learner. Regular discussions with these people helps one's associative memory by tying the ideas into this context of people with relation to the same topic. Humans are exceedingly good at knowing and responding to social relationships and within a personal learning network, these ties help to create context on an interpersonal level, but also provide scaffolding for the ideas and learning that one hopes to do. These features will tend to reinforce each other over time.

On the flip side of the coin there is anecdotal evidence of friends taking courses together because of their personal relationships rather than their interest in the particular topics.

Referring to other memories when studying can help to place things in context and reduce potential interference of memories.

There is research that one's first guess or intuition is often correct. In a similar mode, one's first associative thought will likely be the strongest and easiest to remember. It's also more likely that the thought path will occur again and thereby make that association easier to remember in the future.

What does this research indicate? Has anyone tested for this effect? Does it have a name? the TK effect? (And if it doesn't the TK Effect is actually quite an apt one.)

This doesn't seem to be the same definition of the minimum information principle as before.

Enumerations are sets with a particular order. The fact that they have an order, in which each item might be associated with the next, makes them easier to remember.

The greater information in an enumeration provides additional structure which makes the items easier to remember.

Highly recommended by:

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Soren Bjornstad </span> in Rules for Designing Precise Anki Cards - Control-Alt-Backspace (<time class='dt-published'>03/21/2022 05:21:46</time>)</cite></small>

The best space repetition decks are ones the learner has created for themselves. Creating the cards yourself will act as a first layer of repetition, but it will help you fashion them in your own words and in a way that best dovetails how the information fits into your scaffold of existing information. By creating your own cards, you're more likely to do so for information you're most interested in . Importing cards from others defeats these benefits and increases the likelihood that you'll create a mound of material that is both uninteresting as well as material one doesn't have pre-existing scaffolding for.

https://www.thegreatcourses.com/courses/scientific-secrets-for-a-powerful-memory

Scientific Secrets for a Powerful Memory

Peter M. Vishton, Ph.D.

A course on memory from the Great Courses

Playlist for a version on YouTube: https://www.youtube.com/playlist?list=PLEe8GXNH09zkgH83tjuPzmB_HZe7Hdv39

Uittenhove, K., Jeanneret, S., & Vergauwe, E. (2022). From lab-based to web-based behavioural research: Who you test is more important than how you test. PsyArXiv. https://doi.org/10.31234/osf.io/uy4kb

My immediate thought is that this deck of cards was meant as a memory palace. I'm curious what training in rhetoric/memory methods Descartes must have had?

https://www.youtube.com/watch?v=kkjf0hCKOCE

The sky is a textbook. The sky is a lawbook. The sky is a science book. —Duane Hamacher, (1:24)

Hamacher uses the Western description "method of loci" rather than an Indigenous word or translated word.

The words "myth", "legend", "magic", "ritual", and "religion" in both colloquial English and even anthropology are highly loaded terms.

Words like "narrative" and "story" are better used instead for describing portions of the Indigenous cultures which we have long ignored and written off for their seeming simplicity.

Hidden in the phrase that "everything on Earth is reflected in the sky" or the idea of "reading the stars to understand one's environment" is the idea of associative memory. If you know one thing, you necessarily know another. Don't let this subtle idea of the words 'reflect' or 'read' hide what is going on.

Are these graphic and memorable stories strikingly similar because of the underlying packages of orality and memory used in these cultures?

This is one of my primary motivations for reading this text.

Indigenous sciences are highly interconnected while Western sciences tend to be highly sub-divided into ever smaller specializations.

Are Indigenous sciences naturally interconnected or do they form that way because of the associative memory underlying the cultural orality by which they are formed and transmitted? (I would suspect so, but don't yet have the experience to say definitively. Evidence for this should be collected.)

In Warlpiri, the cardinal directions of north, south, east and west associatively correspond with the ideas of "Law", "ceremony", "skin", and "language" respectively. The idea of "Country" lies at the center of these directions in a space that Westerners would describe as "here".

This directional set up underlines the value of each of the related concepts and provides pride of place to "Country" and one's being "in Country".

Compare these with the Japanese pattern of こ (ko), そ (so), あ (a), ど (do) which describe a location with respect to the speaker.

Western readers should notice here, that the author centers the name and position of the origin of this knowledge at the start of the sentence. While it is associated with him, it is also certainly associated with all his preceding ancestors and Elders who passed this information down.

One might suspect that this practice isn't as common with base-level cultural knowledge, but that it becomes more important at succeeding levels of intimate area-based restricted knowledge. Placing the origin of the knowledge here at a more basic level of knowledge may help to instruct Western readers slowly and more surely understand how this foreign culture works.

How closely does this practice generally look like the Western idea of citing one's sources which only evolved slowly over history and became more common with the flood of information in the 1500s?

The Big Dipper, part of Ursa Major, appears upside down in the southern Hemisphere and is associated with the shape of a shark in the Torres Strait. When its "nose" touches the horizon at sunset, it's associated with breeding of nearby sharks who swim in shallow waters.

Notice the variety of associations of time (both of year, sunset, and breeding) with an animal (in both the water and in the sky) along with a specific location (Torres Strait).

Collective memory is our history.

Something interesting here tying collective memory to education. Dig into this and expand on it.

Even in the western tradition, the earliest methods of mnemonics tied ideas to locations, from whence we get the ideas of loci communes (in Latin) and thence commonplaces and commonplace books. The idea of loci communes was koinos topos in Greek from whence we have derived the word 'topic'.

Was this a carryover from other local oral traditions or a new innovation? Given the prevalence of very similar Indigenous methods around the world, it was assuredly not an innovation. Perhaps it was a rediscovery after the loss of some of these traditions locally in societies that were less reliant on orality and moving towards more reliance on literacy for their memories.

How much history is covered here?

Will mnemotechniques be covered here? Spaced repetition? Note taking methods in the commonplace book or zettelkasten traditions?

smart pointer 是什么？有什么好处？

https://en.wikipedia.org/wiki/Timber_circle

Some timber circle sites to look into: - Secotan in North Carolina circa 1585 - Poverty Point - Hopewell timber circles (Moorehead Circle and Stubbs Earthworks) in Ohio - Cahokia

Artist, illustrator and mapmaker John White painted a watercolor in July 1585 of a group of Native Americans in the Secotan village in North America. Both he and chronicler Thomas Harriot described a gathering of Indigenous peoples gathered in the Algonquian village as part of Sir Walter Raleigh's Roanoke Colony expedition. They describe a festival with participants holding a dance at a timber circle, the posts of which were carved with with faces.

Harriot wrote that participants had come from surrounding villages and that "every man attyred in the most strange fashion they can devise havinge certayne marks on the backs to declare of what place they bee."

This evidence would generally support some of Lynne Kelly's thesis in Knowledge and Power. A group of neighboring peoples gathering, possibly for the Green Corn Ceremony, ostensibly to strengthen social ties and potentially to strengthen and trade knowledge.

Would we also see others of her list of markers in the area?

Read references: - Daniels, Dennis F. "John White". NCpedia. Retrieved 2017-12-19. - Tucker, Abigal (December 2008). "Sketching the Earliest Views of the New World". Smithsonian Magazine. Retrieved 2017-12-19. - "A Selection of John White's Watercolors : A festive dance". Encyclopedia Virginia. Retrieved 2017-12-19.

Al Newman. (2022, March 8). @danaparish @jennybluebird2U To your point: Https://t.co/CsULpIACoI [Tweet]. @AlNewman_. https://twitter.com/AlNewman_/status/1501056062262333441

如何理解 conflict miss？

什么是 capacity miss？

当 cache misses 发生的时候，需要做什么事情，有哪些方式？

什么是 cache hits？什么是 cache misses？

在 memory hierarchy 之间的 block size 有什么特点？

memory hierarchy 的中心想法是什么？该如何理解？

data alignment 的原则是什么？

DRAM 不稳定，在计算机中如何防止其变化？

Lorenzo Nigro indicates that the "kothon" of Motya in southern Sicily was a pool of Baal whose surface may have been used to observe and map the stars. He also indicates that the Phoenicians adored the stars potentially as gods or deceased ancestors. This is an example of a potentially false assumption often seen in archaeology of Western practitioners misconstruing Indigenous practices based on modern ideas of religion and culture.

I might posit that this sort of practice is more akin to that of the science of Indigenous peoples who used oral and mnemonic methods in combination with remembering their histories and ancestors.

Cross reference this with coming reading in The First Astronomers (to come) which may treat this in more depth.

Leonardo da Vinci documented the attributes of standing water for studying the night sky.

Where was this and what did it actually entail?

The First Astronomers: How Indigenous Elders read the stars by Duane Hamacher, with Elders and Knowledge Holders

https://www.allenandunwin.com/browse/books/academic-professional/cultural-studies/The-First-Astronomers-Duane-Hamacher-with-Elders-and-Knowledge-Holders-9781760877200

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>LynneKelly</span> in Un-Stupiding Myself - a Memory Training Journal - Memory Training Journals - Art of Memory Forum (<time class='dt-published'>03/14/2022 18:43:38</time>)</cite></small>

Mathematics can often be more difficult compared to other subjects as students learning new concepts are forced not only to understand entirely new concepts, but simultaneously are required to know new vocabulary to describe those concepts. Utilizing gestures to help lighten the cognitive load of the new vocabulary to allow students to focus on the concepts and operations can be invaluable.

Manuela Macedonia's research indicates that online learners who enact specific gestures as they learn words learn better and have longer retention versus simply hearing words. Students who mimic these gestures also learn better than those who only see the gestures and don't use them themselves.

How might this sort of teacher/avatar gesturing be integrated into online methods? How would students be encouraged to follow along?

Could these be integrated into different background settings as well to take advantage of visual memory?

Anecdotally, I remember some Welsh phrases from having watched Aran Jones interact with his cat outside on video or his lip syncing in the empty spaces requiring student responses. Watching the teachers lips while learning can be highly helpful as well.

Manuela Macedonia and co-authors found that pairing new foreign words with gestures created activity in the motor cortex which helped to improve the associative memory for the words and the movements. Using images of the words did not create the same motor cortex involvement.

It's not clear which method of association is better, at least as written in The Extended Mind. Was one better than the other? Were they tested separately, together, and in a control group without either? Surely one would suspect that using both methods together would be most beneficial.

Manuela Macedonia wrote her Ph.D. thesis on the use of gestures to enhance verbal memory for language acquisition.

Most foreign language leaners spend all their time in classrooms or at home sitting down, listening, reading, and writing. This is antithetical to how children acquire language in more natural settings where they're able to move around, interact, taste, touch, smell, etc. as they learn new words in their language. These additional sensory mnemonic techniques add an incredible amount of information and associative hooks to help them remember new words and grammatical structures.

Example of the use of visual, auditory, and proprioceptive methods used in the pedagogy of anatomy.

Annie Murphy Paul indicates that proprioceptive associations may be more powerful than auditory or visual ones as she notes that "research shows that making gestures enhances our ability to think even when our gesturing hands are hidden from our view."

This is something that could be researched and analyzed.

My personal experience is that visual >> auditory >> smell >> proprioception. Smell with respect to memory is incredibly difficult to exercise as are auditory method. Visual and proprioceptive methods are easier to actively practice though.

Intentional gestures can be used as mnemonic devices as the movement can be associated with things we wish to remember.

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.

People are more likely to remember points from talks that are accompanied by gestures. This effect apparently increases with time.

What does the effect of time have on increased lengths? Does it continue to increase and then decrease at some point? Anecdotally I often recall quotes and instances from movies based on movements that I make.

What effects, if any, are seen in studies of mirror-neurons and those with impairment of them? What memory effects might be seen with those on the autism spectrum who don't have strong mirror-neuron responses? If this is impaired, what might account for their improved memories for some types of material? Which types of material do they have improved memories for?

Is the same true of drawing points from a speech using the ideas of sketchnotes? Is drawing an extension of gestural improvement of memory?

movement and gesture as a mnemonic device

Research shows that gesture can impact our memories by helping to associate speech with visual cues.

References for this?

Link this to the idea that our visual memories are much stronger than our verbal ones.

Active inhibition is the filter that prevents our minds from being constantly flooded with memories and allows us to focus. It acts as a barrier between our long term memories and our immediate present.

Is the filter behind active inhibition really active or is it passive? What is the actual physiological mechanism?

Solomon Shereshevsky faced an extreme version of the sort of information overload many of can relate to, however in his case, because his memory was so good, he found it difficult to get the gist of something because the minor details drowned out the broader ideas.

While placing our ideas into external memory devices like notebooks or zettelkasten may allow us to forget them, mnemotechniques allow us to perform a similar task, but provides us hooks upon which they might be hung by means of association with other ideas. These hooks and association can be reactivated at later times when the ideas may be needed.

The zettelkasten allows us to do multiple things. It encourages us to clarify our ideas by writing them down, we extend them by linking them to other contexts, we actively write towards a multitude of interesting goals, by writing, we can forget the original ideas which we can later serendipitously re-link to new concepts.

Example of a writer thinking that the human memory is more finite than is probably the case.

While multiple readings of a text in antiquity may have been rarer, due to the cheap proliferation of books, one can more easily "blaze a trail" through their reading to make it easier or quicker to rebuild context on subsequent readings.

Look at history of reading to see which books would have been more likely re-read, particularly outside of one's primary "area" of expertise.

Link to the trails mentioned by Vannevar Bush in As We May Think.

有什么技术可以保护程序免收攻击？

array 在 memory 中的排列顺序是怎么样的？

如何计算两个 pointers 的差？

什么时候 local data 必须要被存放在 memory 里面？

YES I underline and highlight when I read and YES I know xyz studies demonstrate highlighting is not an 'effective learning technique' ... but not all learning is about remembering #toolsforthought

— Amy Rae Fox (@thoughtafox) February 2, 2022

An interesting perspective. Worth comparing the ideas of learning and remembering and what relationship they have to each other.