Reply to Hajo Bakker on LinkedIn

Hajo Bakker Exam vs. Test -- Een examinering moet veel vanafwegen en niet regulier gebeuren.

Een test (toets) mag vaker gebeuren, en moet weinig vanaf hangen... Geen ouders die straffen voor een laag cijfer (of cijfers afschaffen), geen adviezen die daarvanafhangen, etc.

Het doel van een toets is om je aan te geven wat je krachten en minder sterke punten zijn, dus waar je je op moet focussen met toekomst leren. Dit kan alleen op het moment dat je een toets nabespreekt en op individueel niveau. Klassikaal bespreken heeft vaak weinig nut.

Daarbij komt ook dat een student moet snappen WAAROM het helpt om na te bespreken, de wetenschap erachter. Op het moment dat je de waarom achter het hoe niet goed snapt heeft het hoe minder effect. (dit is waarom in het 4C/ID model ze in een scaffold beginnen met de laatste stap, waarin de informatie van voorgaande stappen is gegeven. Dit zodat als je de vorige stap gaat leren, je een beter idee hebt waar het uiteindelijk voor gebruikt gaat worden en je er dus een betere invulling aan kan geven.)

Semantische verschillen zijn vaak uiterst nuttig om complexe stof te begrijpen. Op het moment dat ze exact hetzelfde waren heeft het weinig nut om meerdere termen te hebben en zouden ze synoniem zijn.

"Exam" is geen synoniem van "test".

Genuanceerde verschillen zijn vaak nuttiger dan "umbrella terms" om goed te communiceren, als uiterst subliem wordt beargumenteerd in "Science of Memory: Concepts" van Roediger III et al.

Daarnaast komt uiteraard bij kijken dat neurocognitieve wetenschap een blauwdruk geeft voor hoe onze brein architectuur in elkaar zit (zie bijvoorbeeld John Sweller, Cognitive Load Theory 2011, en The Forgetting Machine, Rodrigo Quian Quiroga, 2017, Science of Memory: Concepts, Roediger et al., 2007, Ten Steps to Complex Learning, van Merriënboer, 2017).

Dit is universeel toepasbaar, afgezien van mensen met een cognitieve aandoening bijvoorbeeld, dit gaat dus over neurotypische breinen.

Leerstijlen zijn een mythe, wel hebben wij leervoorkeuren, maar door alleen in onze leervoorkeur te leren missen wij bepaalde informatie die cruciaal kan zijn voor beter begrip en meesterschap (mastery).

Beter is het om studietechnieken te gebruiken die overeenkomen met brein-architectuur en die onder te knie te krijgen.

Meer cognitieve belasting te gebruiken (zonder cognitieve overbelasting te veroorzaken). Als leren "makkelijk" voelt is het over het algemeen niet uitdagend genoeg en/of de techniek niet nuttig. Herlezen / samenvatten is simpel maar vrij inefficiënt. Het maken van een GRINDEmap voelt moeilijk maar is vele malen effectiever (zie ook the misinterpreted effort hypothesis).

Zoals Dr. Ahrens al zei: "The one who does the effort, does the learning."

Verder heb ik een heleboel ideëen voor een optimaal onderwijs dat zich aanpast aan het individu in plaats van aan het systeem, maar dit is een te complex en groot onderwerp om zo even hier neer te zetten.

https://www.complexityexplorer.org/courses/162-foundations-applications-of-humanities-analytics/segments/15630

https://www.youtube.com/watch?v=HwkRfN-7UWI

Seven Principles of Data Feminism

• Examine power
• Challenge power
• Rethink binaries and hierarchies
• Elevate emotion an embodiment
• Embrace pluralism
• Consider context
• Make labor visible

Abolitionist movement

There are some interesting analogies to be drawn between the abolitionist movement in the 1800s and modern day movements like abolition of police and racial justice, etc.

Topic modeling - What would topic modeling look like for corpuses of commonplace books? Over time?

wrt article: Soni, Sandeep, Lauren F. Klein, and Jacob Eisenstein. “Abolitionist Networks: Modeling Language Change in Nineteenth-Century Activist Newspapers.” Journal of Cultural Analytics 6, no. 1 (January 18, 2021). https://doi.org/10.22148/001c.18841. - Brings to mind the difference in power and invisible labor between literate societies and oral societies. It's easier to erase oral cultures with the overwhelm available to literate cultures because the former are harder to see.

How to find unbiased datasets to study these?

aspirational abolitionism driven by African Americans in the 1800s over and above (basic) abolitionism

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.

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

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?

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?

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

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.)

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?

Garrido-Vásquez, P., & Rock, T. (2021). Judgments of truth are independently modulated by affect and repetition. PsyArXiv. https://doi.org/10.31234/osf.io/qajkb

Sloman, S. A. (2021). How Do We Believe? Topics in Cognitive Science, 0(2021), 1–14. https://doi.org/10.1111/tops.12580

Mateus, J., Dan, J. M., Zhang, Z., Rydyznski Moderbacher, C., Lammers, M., Goodwin, B., Sette, A., Crotty, S., & Weiskopf, D. (n.d.). Low-dose mRNA-1273 COVID-19 vaccine generates durable memory enhanced by cross-reactive T cells. Science, 0(0), eabj9853. https://doi.org/10.1126/science.abj9853

Www.cogsciWA.com. (n.d.). Www.CogsciWA.Com. Retrieved 4 October 2021, from https://www.cogsciwa.com/

Aizpurua, A., Migueles, M., & Aranberri, A. (2021). Prospective Memory and Positivity Bias in the COVID-19 Health Crisis: The Effects of Aging. Frontiers in Psychology, 12, 666977. https://doi.org/10.3389/fpsyg.2021.666977

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Jill Rosen </span> in Team finds brain mechanism that automatically links objects in our minds | Hub (<time class='dt-published'>07/24/2021 18:07:51</time>)</cite></small>

https://hub.jhu.edu/2021/07/09/how-the-mind-links-objects/

A study that quantifies association within the brain and indicates the region where it occurs.

Sources of data for this paper. I'd definitely love to get a copy of this Excel file. Might be worth expanding to other languages, countries, and timeperiods as well.

US, J. R. E., Christian Meissner,Deborah Goldfarb,Ian Jason Lee,The Conversation. (n.d.). New DIY Contact Tracing App Is Based on the Science of Memory. Scientific American. Retrieved December 10, 2020, from https://www.scientificamerican.com/article/new-diy-contact-tracing-app-is-based-on-the-science-of-memory/

Warning witnesses of the possibility of misinformation helps protect their memory accuracy. (2020, August 30). Tufts Now. https://now.tufts.edu/news-releases/warning-witnesses-possibility-misinformation-helps-protect-their-memory-accuracy

Gratton, C., Gagnon-St-Pierre, É., & Markovits, H. (2020). When forewarned is not forearmed: The paradoxical effect of single warnings attached to repeated fake news [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/h5cxp

Xie, W., Campbell, S., & Zhang, W. (2020, May 5). Working Memory Capacity Predicts Individual Differences in Social Distancing Compliance during the COVID-19 Pandemic in the U.S. https://doi.org/10.31234/osf.io/3j69f

Why We Fall Prey to Misinformation. (n.d.). Association for Psychological Science - APS. Retrieved May 29, 2020, from https://www.psychologicalscience.org/news/releases/why-we-fall-prey-to-misinformation.html

Segovia-Martín, J., & Tamariz, M. (2020, May 5). Testing early and late connectivity dynamics in the lab: an experiment using 4-agent micro-societies. https://doi.org/10.31234/osf.io/nuf78

Antov, M.I., Plog, E., Bierwirth, P. et al. Visuocortical tuning to a threat-related feature persists after extinction and consolidation of conditioned fear. Sci Rep 10, 3926 (2020). https://doi.org/10.1038/s41598-020-60597-z