Chess titans have anywhere from 20,000 to 100,000 configurations of pieces, or patterns, committed to memory. They are able to quickly pull relevant information from this mammoth database. With a mere glance, a grandmaster can then figure out how the configuration in front of him is likely to play itself out.
is this from Ognjen Amidzic's research on chess and memory?
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.
Learning is defined to be “storage of automated schema in long-term memory.
How is learning defined by Sweller in 2002? (Metiri Group, Cisco Sytems, 2008) The storage of automated schema in long-term memory
What term does Sweller define as the "storage of automated schema in long-term memory"?
When I come across interesting information, I underline then write a corresponding question in the margin. So what I underlined is an answer to the question.
This practice is quite similar to writing out good spaced repetition question/answer cards for forcing active recall and better long term memory.
maintenance rehearsal repeating items over and over to maintain them in short-term memory, as in repeating a telephone number until it has been dialed (see rehearsal). According to the levels-of-processing model of memory, maintenance rehearsal does not effectively promote long-term retention because it involves little elaboration of the information to be remembered. Also called rote rehearsal. See also 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.
Evaluations of the platform show that users who follow the avatar inmaking a gesture achieve more lasting learning than those who simply hear theword. Gesturing students also learn more than those who observe the gesture butdon’t enact it themselves.
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.
In one study, subjects who had watched a videotapedspeech were 33 percent more likely to recall a point from the talk if it wasaccompanied by a gesture. This effect, detected immediately after the subjectsviewed the recording, grew even more pronounced with the passage of time:thirty minutes after watching the speech, subjects were more than 50 percentmore likely to remember the gesture-accompanied points.
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?
Psychologists call this mechanism activeinhibition (cf. MacLeod, 2007
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?
Drexel emphasizesthe difficulty of image-based arts of memory and how short-lived are theirresults: “Great labor places so many images of things in this treasury ofmemory; but no amount of labor has managed to preserve them there forlong without excerpts” (A, p. 3). Instead, for Drexel excerpting is the onlysure way to retain material for the long term. Drexel insists too that, farfrom detracting from memory, note taking is the best aid to memory.
Jeremias Drexel is certainly a writer who complains about the work of the ars memoria, particularly for long term memory and supplants it with writing/note taking.
Cognitive scientists have found also that when we answer a question in our own words, we integrate the information better into our long-term memory.
Reference for this?
After 10 minutes, the word lists were collected and students were asked to write down as many of the list items as they could recall within five minutes.
Were students asked or told if they'd be tested with this on long-term memory?
Personally, I'd have used a simple major system method to memorize such a list for short term memory, but would have used other techniques for long term memory.
These “Songline” stories are ancient, exhibit little variation over long periods of time, and are carefully learned and guarded by the Elders who are its custodians [7].
What is the best way we could test and explore error correction and overwriting in such a system from an information theoretic standpoint?
“Monetising what we see as sacred knowledge, our way of being – driving, walking – is sacred knowledge and the only people who should have any purview over that is our community. … What if we look at what the data could do for our community and how to achieve that? … We are gathering our data because we love our people, we want a better future for the next generations. What if all data was gathered for those reasons? What would it look like?”
A great quote and framing from Abigail Echo-Hawk.
This reliance on going to community elders (primarily because they have more knowledge and wisdom) is similar to designing for the commons and working backward. Elders in many indigenous cultures represent the the commons.
This isn't to say that we shouldn't continue to innovate and explore the evolutionary space for better answers, but going slow and fixing things is far more likely to be helpful than moving fast and breaking things as has been the mode for the last fifteen years. Who's watching the long horizon in these scenarios?
This quote and set up deserves some additional thought into the ideas and power structures described by Lynne Kelly in Knowledge and Power in Prehistoric Societies Orality, Memory and the Transmission of Culture
There’s this thing I simply call “365”. With each new year (or sometimes at the end of a notebook, when I feel like it), I make a 2-page spread mind map of things that kept me busy. It’s more or less an analog tag cloud and it’s extremely rewarding to make. You get to browse through previous journals, look at things you’ve written down and actually managed to pull of, and take note of that in one or two words. That creates a thick cloud full of the things that defined you for the last year. It’s actually quite incredible to look at. When I’m done doing that, I try to underline the words that meant more to me than others. Applying the retrospective principles from software development on your own personal life and writing down what made you glad, mad or sad actually helps you do something about that.
This is an example of spaced repetition being done as retrospective and hiding some of the value of making the important things stand out and reviewing them for better long term retention.