720 Matching Annotations
  1. Last 7 days
    1. 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.

    2. 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"?

    1. 变量所绑定的内存区域是要有一个明确的边界的

      对内存操作是一个敏感的东西,不能操作不该操作的区域。比如一些外挂,都是基于对内存的一些修改。比如CE工具等

  2. Nov 2022
    1. Germany was able to memorialize the Holocaust more easily because there were almost no Jews left to deal with or confront in daily life as the memorialization was done. This is not the case with the descendants of slaves in America who are a sizeable portion of the population in the United States.

      <small><cite class='h-cite via'> <span class='p-author h-card'>Morning Edition </span> in What the U.S. can learn from Germany on grappling with sins of the past : NPR (<time class='dt-published'>11/15/2022 08:31:18</time>)</cite></small>

    1. You should also be able to placethe book even more accurately than before in your mental cardcatalogue, for further reference if the occasion should everarise.

      use of "mental card catalogue" as memory

    1. A commonplace book is what a provident poet cannot subsist without, for this proverbial, reason, that "great wits have short memories;" and whereas, on the other hand, poets, being liars by profession, ought to have good memories; to reconcile these, a book of this sort, is in the nature of a supplemental memory, or a record of what occurs remarkable in every day's reading or conversation. There you enter not only your own original thoughts, (which, a hundred to one, are few and insignificant) but such of other men, as you think fit to make your own, by entering them there. For, take this for a rule, when an author is in your books, you have the same demand upon him for his wit, as a merchant has for your money, when you are in his. By these few and easy prescriptions, (with the help of a good genius) it is possible you may, in a short time, arrive at the accomplishments of a poet, and shine in that character[3].

      "Nullum numen abest si sit prudentia, is unquestionably true, with regard to every thing except poetry; and I am very sure that any man of common understanding may, by proper culture, care, attention, and labour, make himself whatever he pleases, except a good poet." Chesterfield, Letter lxxxi.

      See also: https://en.m.wikisource.org/wiki/Page:The_Works_of_the_Rev._Jonathan_Swift,_Volume_5.djvu/261 as a source


      Swift, Jonathan. The Works of the Rev. Jonathan Swift. Edited by Thomas Sheridan and John Nichols. Vol. 5. 19 vols. London: H. Baldwin and Son, 1801.

    1. 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.

    2. One of the big lies notetakers tell themselves is, “I will remember why I liked this quote/story/fact/etc.”

      Take notes for your most imperfect, forgetful future self. You're assuredly not only not going to remember either the thing you are taking notes for in the first place, but you're highly unlikely to remember why you thought it was interesting or intriguing or that clever thing you initially thought of at the same time.

      Capture all of this quickly in the moment, particularly the interesting links to other things in your repository of notes. These ideas will be incredibly difficult, if not impossible, for one to remember.

    3. If you are like Lebron James or Paul Simon, if you were born with a gift for recall, you might not need a note-taking system.

      I would suggest that this is wholly wrong as both of the memories described are honed for specific situations and not broadly applicable.

      Even those with good natural memories as well as those with significant mnemonic practices can benefit from a structured note taking practice.

    4. “People always say of great athletes that they have a sixth sense,” Malcolm Gladwell says in Miracle and Wonder: Conversations with Paul Simon. “But it’s not a sixth sense. It’s memory.” Gladwell then analogizes James’ exacting memory to Simon’s. In the way James has precise recall of basketball game situations, Simon has it of sounds and songs. “Simon’s memory is prodigious,” Gladwell says. “There were thousands of songs in his head. And thousands more bits of songs—components—which appeared to have been broken down and stacked like cordwood in his imagination.”

      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?

  3. Oct 2022
    1. On the whole, his efficiency probablyreduced the time required for taking and filing notes to the amountother historians spent in note-taking alone. What he wrote in hisnotes was brief, and yet specific enough so that he saved himself thejob of searching at length for what he had read. His mind was freeto reflect and appraise.

      Earl Pomeroy suggests that Paxson's note taking method freed his mind to better reflect and appraise his work. This allows a greater efficiency of work, particularly when it comes to easier search and recall as well as the overall process which becomes easier through practice.

    1. elaboration n. 1. the process of interpreting or embellishing information to be remembered or of relating it to other material already known and in memory. The levels-of-processing model of memory holds that the level of elaboration applied to information as it is processed affects both the length of time that it can be retained in memory and the ease with which it can be retrieved.
    1. Macaulay claimed that his memory was good enough to enable him to write out the whole of Paradise Lost. But when preparing his History of England, he made extensive notes in a multitude of pocketbooks of every shape and colour.

      By what method did Macaulay memorize Paradise Lost?

    1. A seminal study conducted in 1979 by Gordon Bower, John Black and Terrence Turner showed that cognitive scripts prompt the recall and recognition of things we already know

      Scripts in memory for text https://www.sciencedirect.com/science/article/abs/pii/0010028579900094 April 1979.

      Abstract mentions how our existing scripts help determine how we remember texts that describe common events. The order of narration, and filling in of details is influenced by our internal script upon recall. Vgl [[Luisteren gaat uit van wat je al weet 20030309070740]] the linguistic notion that listening starts from what you already know (here the cogscripts)

    1. ‘Now, all this study of reckoning and geometry...must be presented to them while still young, not inthe form of compulsory instruction.’ ‘Why so?’ ‘Because,’ said I, ‘a free soul ought not to pursueany study slavishly; for while bodily labours performed under constraint do not harm the body,nothing that is learned under compulsion stays with the mind.’ ‘True,’ he said. ‘Do not, then, myfriend, keep children to their studies by compulsion but by play.’The Republic, 536d–e; 537a

      Apparently one couldn't ever force children to learn anything...

    1. new technologies leveraging techniques like spaced repetition mean it's much easier to remember what you learn

      Such as Anki

    2. In 2019 the UK school inspection body Ofsted went further than this and changed their definition of ”learning” itself to “an alteration in long-term memory”.

      learning = alteration in long-term memory

    3. to get faster at learning you must get more efficient at moving things into your long-term memory, i.e. stop forgetting things you learn. The less you forget the more you'll understand and the faster you'll learn.
    4. To learn more than 4 new concepts we must move some of them into our long-term memory before learning the rest.
    5. You can only understand something new if understanding it requires combining less than 4 new pieces of information.
    6. our working memory has a maximum capacity of roughly 4. When reading about quantum mechanics we encounter new Concept 1 and store it in our working memory. Then when learning about Concept 1 we encounter Concepts 2, 3, and 4 and our working memory becomes full. We then cannot understand Concept 5.

      Our memory is unable to hold 5 new concepts

    1. Jason Lustig is a Harry Starr Fellow in Judaica at Harvard University’s Center for Jewish Studies, and the Gerald Westheimer Early Career Fellow at the Leo Baeck Institute. He completed his PhD at UCLA in 2017, where his dissertation examined 20th-century struggles over Jewish archives and the control of culture and memory in Germany, the USA and Israel/Palestine.
    1. When interviewing subjects, one should not only note the date, time, and location, but get (preferably written) permission to (record) or quote them. Notes about their memory, recall, or behavior may be useful, if nothing else as a reminder for crossing checking their information with other potential sources.

    1. A personal file is thesocial organization of the individual's memory; it in-creases the continuity between life and work, and it per-mits a continuity in the work itself, and the planning of thework; it is a crossroads of life experience, professionalactivities, and way of work. In this file the intellectualcraftsman tries to integrate what he is doing intellectuallyand what he is experiencing as a person.

      Again he uses the idea of a "file" which I read and understand as similar to the concepts of zettelkasten or commonplace book. Unlike others writing about these concepts though, he seems to be taking a more holistic and integrative (life) approach to having and maintaining such system.

      Perhaps a more extreme statement of this might be written as "zettelkasten is life" or the even more extreme "life is zettelkasten"?

      Is his grounding in sociology responsible for framing it as a "social organization" of one's memory?


      It's not explicit, but this statement could be used as underpinning or informing the idea of using a card index as autobiography.

      How does this compare to other examples of this as a function?

  4. Sep 2022
    1. 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.

    1. Oftentimes they even refered to one another.

      An explicit reference in 1931 in a section on note taking to cross links between entries in accounting ledgers. This linking process is a a precursor to larger database processes seen in digital computing.

      Were there other earlier references that are this explicit within either note making or accounting contexts? Surely... (See also: Beatrice Webb's scientific note taking)


      Just the word "digital" computing defines that there must have been an "analog' computing which preceded it. However we think of digital computing in much broader terms than we may have of the analog process.

      Human thinking is heavily influenced by associative links, so it's only natural that we should want to link our notes together on paper as we've done for tens of thousands of years (at least.)

    1. In a set of groundbreaking studies in 1932, psychologist Frederic Bartlett told volunteers a Native American legend about a young man who hears war cries and, pursuing them, enters a dreamlike battle that eventually leads to his real death. Bartlett asked the volunteers, who were non-Native, to recall the rather confusing story at increasing intervals, from minutes to years later. He found that as time passed, the rememberers tended to distort the tale's culturally unfamiliar parts such that they were either lost to memory or transformed into more familiar things.

      early study relating to both culture and memory decay

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

    1. After looking at various studies fromthe 1960s until the early 1980s, Barry S. Stein et al. summarises:“The results of several recent studies support the hypothesis that

      retention is facilitated by acquisition conditions that prompt people to elaborate information in a way that increases the distinctiveness of their memory representations.” (Stein et al. 1984, 522)

      Want to read this paper.

      Isn't this a major portion of what many mnemotechniques attempt to do? "increase distinctiveness of memory representations"? And didn't he just wholly dismiss the entirety of mnemotechniques as "tricks" a few paragraphs back? (see: https://hypothes.is/a/dwktfDiuEe2sxaePuVIECg)

      How can one build or design this into a pedagogical system? How is this potentially related to Andy Matuschak's mnemonic medium research?

    2. Memory techniques are the fix for a rather artificial situation. Whenit comes to academic writing, we don't have the need for this trick,

      He's wholly wrong on this score because he lacks a deeper appreciation for how this works or its value to oral societies. He uses the word "trick" in a disparaging sense with respect to mnemotechniques.

    1. Right? You said... No, no, bullshit. Let's write it all down and we can go check it. Let's not argue about what was said. We've got this thing called writing. And once we do that, that means we can make an argument out of a much larger body of evidence than you can ever do in an oral society. It starts killing off stories, because stories don't refer back that much. And so anyway, a key book for people who are wary of McLuhan, to understand this, or one of the key books is by Elizabeth Eisenstein. It's a mighty tome. It's a two volume tome, called the "Printing Press as an Agent of Change." And this is kind of the way to think about it as a kind of catalyst. Because it happened. The printing press did not make the Renaissance happen. The Renaissance was already starting to happen, but it was a huge accelerant for what had already started happening and what Kenneth Clark called Big Thaw.

      !- for : difference between oral and written tradition - writing is an external memory, much larger than the small one humans are endowed with. Hence, it allowed for orders of magnitude more reasoning.

    1. https://lu.ma/az338ptc

      Joey Cofone: Are there laws to creativity?

      Joey Cofone, author of the upcoming book The Laws of Creativity, is selling the idea of "float" (in comparison to Mihaly Csikzentmihaly's "flow"), which is ostensibly similar to Barbara Oakley's diffuse thinking framework, Nassim Nicholas Taleb's flâneur framing, and a dose of the Zeigarnik effect.

      I'm concerned that this book will be broadly prescriptive without any founding on any of the extant research, literature, or science of the past. I'll think more highly of it if it were to quote/reference something like Merton and Barber's The Travels and Adventures of Serendipity: A Study in Sociological Semantics and the Sociology of Science.


      Following on the above:

      David Allen (of GTD fame) indicates that one should close all open loops to free up working memory, but leaving some open for active thought, follow up, and potential future insight creation can be a useful pattern too. (2022-09-09 9:05 AM)

    1. There is a still more barbarous method, whichneed not receive more than passing mention. Thisis simply to register documents in the memorywithout taking written notes. This method hasbeen used. Historians endowed with excellentmemories, and lazy to boot, have indulged thiswhim, with the result that their quotations andreferences are mostly inexact. The human memoryis a delicate piece of registering apparatus, but it isso little an instrument of precision that such pre-sumption is inexcusable.
    1. California Could Mandate Kindergarten— What’s This Mean For School Districts And Childcare Providers?A bill that would create a mandatory kindergarten program in California has passed the legislature and is now heading to governor Gavin Newsom’s office for a final decision. The legislation, Senate Bill 70, would require children to complete one year of kindergarten before they’re admitted to the first grade. This comes as districts in California struggle with enrollment, having been a major issue during the pandemic. But if this legislation were to be signed by Governor Newsom, how would it affect teachers, the child care industry, and the children themselves.Today on AirTalk, we discuss the bill and it support among public schools with Los Angeles Unified School District (LAUSD) superintendent Alberto Carvalho and Justine Flores, licensed childcare provider in Los Angeles and a negotiation representative for Child Care Providers United.

      Timestamps 19:11 - 35:20

      CA Senate Bill 488 2021; signed, in process,

      Orton-Gillingham method (procedure/process) but can be implemented differently. Rigorous and works. Over 100 years old.

      Wilson program uses pieces of OG. What's this? Not enough detail here.

      Dyslexia training will be built into some parts of credentialling programs.

      Each child is different.

      This requires context knowledge on the part of the teacher and then a large tool bag of methods to help the widest variety of those differences.

      In the box programs don't work because children are not one size fits all.

      Magic wand ? What would you want?

      Madhuri would like to have: - rigorous teaching in early grades - if we can teach structured literacy following a specific scope in sequence most simple to most complex - teaching with same familiar patterns over and over - cumulative (builds on itself) - multisensory - explicit - Strong transitional kindergarten through grade 3 instruction

      Prevention trumps intervention.

      Otherwise you're feeding into the school to prison pipeline.

      Madhuri's call for teaching that is structured, cumulative, multisensory, and explicit sounds a lot like what I would imagine orality-based instruction looks like as well. The structure there particularly makes it easier to add pieces later on in a way that literacy doesn't necessarily.

  5. Aug 2022
    1. At the time he was selling, Jay-Z was also coming up with rhymes. He normally wrote down his material in a green notebook he carried around with him — but he never took the notebook with him on the streets, he says. "I would run into the corner store, the bodega, and just grab a paper bag or buy juice — anything just to get a paper bag," he says. "And I'd write the words on the paper bag and stuff these ideas in my pocket until I got back. Then I would transfer them into the notebook. As I got further and further away from home and my notebook, I had to memorize these rhymes — longer and longer and longer. ... By the time I got to record my first album, I was 26, I didn't need pen or paper — my memory had been trained just to listen to a song, think of the words, and lay them to tape." Since his first album, he says, he's never written down any of his lyrics. "I've lost plenty of material," he says. "It's not the best way. I wouldn't advise it to anyone. I've lost a couple albums' worth of great material. ... Think about when you can't remember a word and it drives you crazy. So imagine forgetting an entire rhyme. 'What's that? I said I was the greatest something?' "

      In his youth, while selling drugs on the side, Jay-Z would write down material for lyrics into a green notebook. He never took the notebook around with him on the streets, but instead would buy anything at a corner store just for the paper bags as writing material. He would write the words onto these paper bags and stuff them into his pockets (wearable Zettelkasten anyone? or maybe Zetteltasche?) When he got home, in long standing waste book tradition, he would transfer the words to his notebook.

      Jay-Z has said he hasn't written down any lyrics since his first album, but warns, "I've lost plenty of material. It's not the best way. I wouldn't advise it to anyone. I've lost a couple albums' worth of great material."

      https://ondemand.npr.org/anon.npr-mp3/npr/fa/2010/11/20101116_fa_01.mp3

      Link to: https://hypothes.is/a/T3Z38uDUEeuFcPu2U_w_zA (Jonathan Edwards' zettelmantle)

    1. Sadoff, J., Gars, M. L., Cardenas, V., Shukarev, G., Vaissiere, N., Heerwegh, D., Truyers, C., Groot, A. M. de, Scheper, G., Hendriks, J., Ruiz-Guinazu, J., Struyf, F., Hoof, J. V., Douoguih, M., & Schuitemaker, H. (2021). Durability of antibody responses elicited by a single dose of Ad26.COV2.S and substantial increase following late boosting (p. 2021.08.25.21262569). https://doi.org/10.1101/2021.08.25.21262569

    1. Anthony Costello. (2022, February 24). The risks of cognitive symptoms lasting at least 12 MONTHS were much higher in the infected group. 4.8x higher for fatigue, 3.2x for brain fog, 5.3x for poor memory, and an incredible 51x for altered taste and smell. We need data on children, but it could easily be similar. (17) https://t.co/JC1qYyW2Xc [Tweet]. @globalhlthtwit. https://twitter.com/globalhlthtwit/status/1496957266016313348

    1. The best way to remember is to connect a piece of information to as many meaningful contexts as possible. This allows for a self-supporting network of interconnected ideas and facts that work reciprocally as cues for each other. By doing this, you are creating a "memory palace," which will help you to remember the information more easily.

      This is NOT what a memory palace is... ugh.

    1. https://www.youtube.com/watch?v=o49C8jQIsvs

      Video about the Double-Bubble Map: https://youtu.be/Hm4En13TDjs

      The double-bubble map is a tool for thought for comparing and contrasting ideas. Albert Rosenberg indicates that construction of opposites is one of the most reliable ways for generating ideas. (35:50)

      Bluma Zeigarnik - open tasks tend to occupy short-term memory.

      I love his compounding interest graphic with the steps moving up to the right with the quote: "Even groundbreaking paradigm shifts are most often the consequence of many small moves in the right direction instead of one big idea." This could be an awesome t-shirt or motivational poster.

      Watched this up to about 36 minutes on 2022-08-10 and finished on 2022-08-22.

    1. On the Internet there are many collective projects where users interact only by modifying local parts of their shared virtual environment. Wikipedia is an example of this.[17][18] The massive structure of information available in a wiki,[19] or an open source software project such as the FreeBSD kernel[19] could be compared to a termite nest; one initial user leaves a seed of an idea (a mudball) which attracts other users who then build upon and modify this initial concept, eventually constructing an elaborate structure of connected thoughts.[20][21]

      Just as eusocial creatures like termites create pheromone infused mudballs which evolve into pillars, arches, chambers, etc., a single individual can maintain a collection of notes (a commonplace book, a zettelkasten) which contains memetic seeds of ideas (highly interesting to at least themselves). Working with this collection over time and continuing to add to it, modify it, link to it, and expand it will create a complex living community of thoughts and ideas.

      Over time this complexity involves to create new ideas, new structures, new insights.

      Allowing this pattern to move from a single person and note collection to multiple people and multiple collections will tend to compound this effect and accelerate it, particularly with digital tools and modern high speed communication methods.

      (Naturally the key is to prevent outside selfish interests from co-opting this behavior, eg. corporate social media.)

    2. The network of trails functions as a shared external memory for the ant colony.

      Just as a trail of pheromones serves the function of a shared external memory for an ant colony, annotations can create a set of associative trails which serve as an external memory for a broader human collective memory. Further songlines and other orality based memory methods form a shared, but individually stored internal collective memory for those who use and practice them.

      Vestiges of this human practice can be seen in modern society with the use and spread of cultural memes. People are incredibly good at seeing and recognizing memes and what they communicate and spreading them because they've evolved to function this way since the dawn of humanity.

    1. Come back and read these particular texts, but these look interesting with respect to my work on orality, early "religion", secrecy, and information spread:<br /> - Ancient practices removed from their lineage lose their meaning - In spiritual practice, secrecy can be helpful but is not always necessary

      timestamp

    1. https://twitter.com/_35millimetre/status/1556586974928068611

      Turns out the world’s greatest drawing of a frog was done in 1790, by Itō Jakuchu pic.twitter.com/GttSfHA7Kl

      — Charlie (@_35millimetre) August 8, 2022
      <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>

      Makes me want to revisit some of the history of early haiku and frog references. What was the literacy level within Japanese culture at this time? Were there more methods entwining elements of orality and memory into the popular culture?

    1. But commission member Kondratiuk, a heraldic expert who served as a military historian for the National Guard and US Army for more than four decades, said such objections are “a misreading of the heraldry.”“That’s the arm of God protecting the Commonwealth,” he said, referring to the upraised sword. “That symbol has been used in European heraldry for hundreds of years.”He added that the Native figure’s downward-facing arrow indicates “peaceful intent.”“The Native American on there is an homage to the Native Americans,” Kondratiuk said, adding he “voted with the pack” to see what recommendations the commission would produce. As for the motto: “That’s an allusion to the monarch,” he continued. “The Founding Fathers would have been very familiar with that.”

      Example of how older traditions have passed from memory and are now re-read (mis-read) in new contexts.

    1. I’d be interested in hearing more about the ways oral cultures did their thinking, if you have resources on that handy. Otherwise if you recall your source for that could you pass it on?

      Below are some sources to give you a start on orality. I've arranged them in a suggested watching/reading order with some introductory material before more technical sources which will give you jumping off points for further research.

      • Modern Memory, Ancient Methods. TEDxMelbourne. Melbourne, Australia, 2018. https://www.ted.com/talks/lynne_kelly_modern_memory_ancient_methods.
      • Kelly, Lynne. The Memory Code. Allen & Unwin, 2016.
      • 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.
      • Ong, Walter J. Orality and Literacy: The Technologizing of the Word. Taylor & Francis, 2007.
      • Parry, Milman, and Adam Parry. The Making of Homeric Verse: The Collected Papers of Milman Parry. Oxford University Press, 1971.
      • Neale, Margo, and Lynne Kelly. Songlines: The Power and Promise. First Knowledges, 1.0. Thames & Hudson, 2020.
    1. Systematische Anleitung zur Theorie und Praxis der Mnemonik : nebst den Grundlinien zur Geschichte u. Kritik dieser Wissenschaft : mit 3 Kupfertaf. by Johann Christoph Aretin( Book )18 editions published in 1810 in 3 languages and held by 52 WorldCat member libraries worldwide

      Google translation:<br /> Systematic instructions for the theory and practice of mnemonics: together with the basic lines for the history and criticism of this science: with 3 copper plates.

      First published in 1810 in German

      http://worldcat.org/identities/lccn-n83008343/

    1. Carl Otto Reventlow (actually Karl [Carl] Christian Otto; born 1817 in Store Heddinge (Denmark); died in 1873) became notable as the developer of a mnemonic system.

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

      Carl Otto Reventlow (1817-1873)

      Source used by Edward Pick for some of his history of memory.

    1. ConradCeltes, a German poet of some renown,‘born in 1459, made the great discoverythat the alphabet could be substituted in

      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

    1. I can't tell you how many times I've rushed home from a run and shouted, "Nobody talk to me, I have to write this down!" while I dripped sweat all over my computer or my note cards as frantically tried to get it down before I lost the thought.

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

      Surprising?...

    1. The first important modification of the method of the Romans was that invented by the German poet Konrad Celtes, who, in his Epitoma in utramque Ciceronis rhetoricam cum arte memorativa nova (1492), instead of places made use of the letters of the alphabet.
    2. 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

    1. CELTES, KONRAD (1459-1508), German humanist and Latin poet, the son of a vintner named Pickel (of which Celtes is the Greek translation), was born at Wipfeld near Schweinfurt. He early ran away from home to avoid being set to his father’s trade, and at Heidelberg was lucky enough to find a generous patron in Johann von Dalberg and a teacher in Agricola. After the death of the latter (1485) Celtes led the wandering life of a scholar of the Renaissance, visiting most of the countries of the continent, teaching in various universities, and everywhere establishing learned societies on the model of the academy of Pomponius Laetus at Rome. Among these was the Sodalitas litteraria Rhenana or Celtica at Mainz (1491). In 1486 he published his first book, Ars versificandi et carminum, which created an immense sensation and gained him the honour of being crowned as the first poet laureate of Germany, the ceremony being performed by the emperor Frederick III. at the diet of Nuremberg in 1487. In 1497 he was appointed by the emperor Maximilian I. professor of poetry and rhetoric at Vienna, and in 1502 was made head of the new Collegium Poetarum et Mathematicorum, with the right of conferring the laureateship. He did much to introduce system into the methods of teaching, to purify the Latin of learned intercourse, and to further the study of the classics, especially the Greek. But he was more than a mere classicist of the Renaissance. He was keenly interested in history and topography, especially in that of his native country. It was he who first unearthed (in the convent of St Emmeran at Regensburg) the remarkable Latin poems of the nun Hrosvitha of Gandersheim, of which he published an edition (Nuremberg, 1501), the historical poem Ligurinus sive de rebus gestis Frederici primi imperatoris libri x. (Augsburg, 1507), and the celebrated map of the Roman empire known as the Tabula Peutingeriana (after Konrad Peutinger, to whom he left it). He projected a great work on Germany; but of this only the Germania generalis and an historical work in prose, De origine, situ, moribus et institutis Nurimbergae libettus, saw the light. As a writer of Latin verse Celtes far surpassed any of his predecessors. He composed odes, elegies, epigrams, dramatic pieces and an unfinished epic, the Theodoriceis. His epigrams, edited by Hartfelder, were published at Berlin in 1881. His editions of the classics are now, of course, out of date. He died at Vienna on the 4th of February 1508. For a full list of Celtes’s works see Engelbert Klüpfel, De vita et scriptis Conradi Celtis (2 vols., Freiburg, 1827); also Johann Aschbach, Die früheren Wanderjahre des Conrad Celtes (Vienna, 1869); Hartmann, Konrad Celtes in Nürnberg (Nuremberg, 1889).

      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.

    1. Fiona McPherson has some good suggestions/tips in her book on Effective Notetaking. In general it revolves around using relevant icons for your illustrations and limiting your supporting text of the diagrams. (I.e. Have a good icon that explains the process and only 2-4 words paired with the icon).

      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?

  6. Jul 2022
    1. 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/

    1. But online information has a very weak link to memory.

      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?

    1. For a highly elaborated and skilled processof “ making notes ”, besides its obvious use in recording observationswhich would otherwise be forgotten, is actually an instrument of dis¬covery.

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

    1. Importance of classification —The first impulse wrong—Thenote-book system not the best—Nor the ledger-systemNor the " system " of trusting the memory

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    1. 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.

    1. During the seventeenth century, this associative view vanished and was replaced by more literallydescriptive views simply of the thing as it exists in itself.

      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?

    2. This perspective has been called an “emblematic worldview”; it is clearly visible in the iconography ofmedieval and Renaissance art, for example. Plants and animals are not merely specimens, as in modernscience; they represent a huge raft of associated things and ideas.

      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?

    1. Many of the workers reported that first thing in themorning, or after any interruption in their thought(like a ‘phone call), they have the “where was 1?”problem in a complex and ill-defined space of ideas.The layout of physical materials on their desk givesthem powerful and immediate contextual cues torecover a complex set of threads without difilcultyand delay, “this is my whole context, these are mypersonal piles”

      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.

    2. portability, thedisplays are getting ever smaller. Unfortunately,small displays force you to classify your notesimmediately you receive or generate them. The studysuggests that knowledge workers may beuncomfortable with these devices as note-takersexcept for non-prima~ aspects of their work such asnoting a telephone number, a diary date or a shortmessage for a colleague. In these cases, users canclassify the note’s subsequent use before they start towrite it. In contrast, if knowledge workers are usingsuch a notebook to jot down an idea they have justheard, they will be forced to classi~ the inherently“unclassifiable” and it is unlikely to inform themlater as it will have disappeared for ever into thebowels of the device. Maybe this is why the A4 pador notebook is an old-favourite of knowledge workerswhose functionality will be hard to match.

      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.

    3. Filing is certainlynot their goal.

      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.

    4. Mander, R., Salomon, G. and Wong, Y. A PileMetaphor for Supporting Casual Organisationof Information. Proceedings of Human Factorsin Computing Systems CHI’92, pp 627-634,1992.

      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.

    5. Many knowledge workers have extremely cluttereddesks and floors and yet are seriously disrupted bychanges made to this apparent “muddle” or byneeding to move offices regularly. This supportsearlier studies of otllce work [10, 11]. It seems thatthis apparent “muddle” plays a number of importantroles for them in their work:-

      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.

    1. 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.)

    1. Or if I’m jogging, I associate each thing I want to remember with one of my limbs, then I go through them one at a time “left arm, left leg…” when I’m done running and I write them down.

      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.

  7. Jun 2022
    1. If a guy got lucky at a restaurant, it got included.” Jauregui waxes poetic about The Address Book, calling it “sexual memory…told by spaces.”

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

    1. That is why building a Second Brain is a journey of personalgrowth. As your information environment changes, the way yourmind operates starts to be transformed.

      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.

    2. Some digital notes apps allow you to displayonly the images saved in your notes, which is a powerful way ofactivating the more intuitive, visual parts of your brain.

      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.

    3. As powerful as search can be, studies5 have found that in manysituations people strongly prefer to navigate their file systemsmanually, scanning for the information they’re looking for. Manualnavigation gives people control over how they navigate, with foldersand file names providing small contextual clues about where to looknext.6

      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

    4. First, you are much more likely to remember information you’vewritten down in your own words. Known as the “Generation Effect,”10researchers have found that when people actively generate a seriesof words, such as by speaking or writing, more parts of their brainare activated when compared to simply reading the same words.Writing things down is a way of “rehearsing” those ideas, likepracticing a dance routine or shooting hoops, which makes them farmore likely to stick.

      Zachary A. Rosner et al., “The Generation Effect: Activating Broad Neural Circuits During Memory Encoding,” Cortex 49, no. 7 (July–August 2013), 1901–1909, https://doi.org/10.1016/j.cortex.2012.09.009. #wanttoread

      How does the "Generation Effect" tie into the Feynman technique for understanding, modality shifting for memory and understanding, and even a mild form of spaced repetition for memory?

    1. One of my frustrations with the “science of learning” is that to design experiments which have reasonable limits on the variables and can be quantitatively measured results in scenarios that seem divorced from the actual experience of learning.

      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?

    1. It will be interesting to see where Eyler takes his scholarship post-COVID. I’ll be curious to learn how Eyler thinks of the intersection of learning science and teaching practices in an environment where face-to-face teaching is no longer the default.

      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?

    1. Think about the last time you were the only person in aroom who remembered a salient fact. What did that do for your credibility at thatprecise moment? Memory has that power.
    2. I also like the simplicity of a box. There’s a purpose here, and it has a lot to dowith efficiency. A writer with a good storage and retrieval system can write faster.He isn’t spending a lot of time looking things up, scouring his papers, and patrollingother rooms at home wondering where he left that perfect quote. It’s in the box.

      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.

    1. "The idea is that over long periods of time, traces of memory for visual objects are being built up slowly in the neocortex," Clerkin said. "When a word is spoken at a specific moment and the memory trace is also reactivated close in time to the name, this mechanism allows the infants to make a connection rapidly." The researchers said their work also has significant implications for machine learning researchers who are designing and building artificial intelligence to recognize object categories. That work, which focuses on how names teach categories, requires massive amounts of training for machine learning systems to even approach human object recognition. The implication of the infant pathway in this study suggests a new approach to machine learning, in which training is structured more like the natural environment, and object categories are learned first without labels, after which they are linked to labels.

      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.

    1. "If you are held up at gunpoint, your brain secretes a bunch of the stress neurotransmitter norepinephrine, akin to an adrenaline rush," he said. "This changes the electrical discharge pattern in specific circuits in your emotional brain, centered in the amygdala, which in turn transitions the brain to a state of heightened arousal that facilitates memory formation, fear memory, since it's scary. This is the same process, we think, that goes awry in PTSD and makes it so you cannot forget traumatic experiences."

      fear hardwires memory of truamatic experiences into the brain.

    1. If Luhmann’s notebox system was not dynamic and fluid and not one of pure order, either, how can one think of Luhmann’s notebox system? In my experience using an Antinet Zettelkasten, I find it to be more organic in nature. Like nature, it has simple laws and fundamental rules by which it operates (like the laws of thermodynamics in physics); yet, it’s also subject to arbitrary decisions. We know this because in describing it, Luhmann uses the word arbitrary to describe its arbitrary internal branching. We can infer that arbitrary, means something that was decided by Luhmann outside of some external and strict criteria (i.e., strict schemes like the Dewey Decimal Classification). (12)12 This arbitrary, random structure contributes to one of its most distinctive aspects of the system–the aspect of surprises. Because of its unique structure, the Antinet is noted as “a surprise generator,” and a system that develops “a creativity of its own.” (13)

      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

    1. them birth, and it is galling to have to say, "Now, what wasthat bright idea I had about this?"

      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.

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  8. May 2022
    1. Everything not saved will be lost.—Nintendo “Quit Screen” messag

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

    2. Incubate Our Ideas Over Time

      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.

    3. It is in the power of remembering that the self’s ultimate freedomconsists. I am free because I remember.—Abhinavagupta, tenth-century Kashmiri philosopher and mystic
    4. It’s time for us to upgrade our Paleolithic memory

      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.

    5. As the information tide receded, I started to gain a sense ofconfidence in my ability to find exactly what I needed when I neededit. I became the go-to person in the office for finding that one file, orunearthing that one fact, or remembering exactly what the client hadsaid three weeks earlier. You know the feeling of satisfaction whenyou are the only one in the room who remembers an importantdetail? That feeling became the prize in my personal pursuit tocapitalize on the value of what I knew.

      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.

    6. Your mind is for having ideas, not holding them.—David Allen, author of Getting Things Done

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

    1. the memory castle that jordan peter peterson described i think it has potentially a risk of inducing 00:58:28 confirmation bias

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

    2. it's like that's 00:44:13 called like maintenance rehearsal in uh in the science of human memory it's basically just re reintroducing yourself to to the concept how you kind of hammer it into your mind versus elaborative rehearsal is kind of what you're talking about and 00:44:26 what you do which is to uh elaborate on more dimensions that the the the knowledge you know uh that relates to in order to create like more of a a visual stamp on your mind

      Dig into research on maintenance rehearsal versus elaborative rehearsal.

    3. in human memory they call it external context um so we have 00:35:59 so the external context for instance is the the spatial cues and the other items that are kind of attached to the note right

      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?

    1. Every bit of new information fills in the blanks of a time that has long since passed out of living memory.

      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.

    1. structural imaging studies of a group of highly trained spatial learners (London taxi drivers) has demonstrated enlargement of specific hippocampal regions corresponding to spatial memory [30],

      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

    1. 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

    1. Finally, and as fundamentally as there is a numerical memory and a dia-lectical memory, there is a geometry of memory too. Almost every monas-tic mnemotechnical scheme—ladders, roses, buildings, maps—was based ongeometrical figures: squares, rectangles, triangles, circles, and complex refor-mations of these, including three-dimensional structures

      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)

    1. Experienced practitioners [...] don't have to plod step by step through such a listing of concepts and questions. When they encounter a set of ideas or engage in debate, they can speed through the familiar relationships and spot at a glance the concepts that haven't been taken into account and the questions that haven't been asked. When they work out their own arguments or ideas, they can look at each point from a galaxy of different perspectives that might never come to mind without the help of the combinatorial system and the mental training it provides. Like the Lullian adepts of the Renaissance, they supplemented the natural capacities of their minds with the systematic practices of the combinatorial art. This, in turn, the art of memory seeks to do with the natural capacities of the human memory.  De Umbris Idearum, 'Working Bruno's Magic', p. 164
    1. Moving beyond its role merely as a storehouse, generative aspects of the memory arts were highlighted by scholars like Raymond Llull. He designed mnemonic charts for considering all angles of an issue so as to arrive at otherwise unthought-of possibilities [Kircher, 1669]. This medieval system, consisting of diagrams and accompanying letters for easier exposition, was revived by the Jesuit polymath Athanasius Kircher [FIGURES 5 and 6].

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

      want to read:

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

    1. In §§ 4–5, I examine the socio-evolutionary circumstances under which a closed combinatory, such as the one triggered by the Llullian art, was replaced by an open-ended combinatory, such as the one triggered by a card index based on removable entries. In early modernity, improvement in abstraction compelled scholars to abandon the idea that the order of knowledge should mirror the order of nature. This development also implied giving up the use of space as a type of externalization and as the main rule for checking consis-tency.

      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.

    1. Everything that I learn, I learn for a particular task, and once it’s done, I immediately forget it, so that if ten years later, I have to—and this gives me great joy—if I have to get involved with something close to or directly within the same subject, I would have to start again from zero, except in certain very rare cases... (The ABC Primer)

      I'm definitely not like this and suspect that most people are not either.

    1. The minute we saw his frantic, hand-lettered presentation of the Field Notes credo — “I’m not writing it down to remember it later, I’m writing it down to remember it now” — we knew just what to do.

      https://fieldnotesbrand.com/apparel/remember-it-now-tee

      Field Notes, a manufacturer of notebooks, uses the credo "I'm not writing it down to remember it later, I'm writing it down to remember it now." This is an fun restatement of the idea behind the power of the Feynman technique.

      Link to Ahrens' version of this idea.

  9. Apr 2022
    1. 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/

    2. 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.

      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

    1. Excerpts from “The Price is Right” in “Perfect Bid” show this and other events happening exactly as Slauson remembers them. While he dismisses suggestions that he has a photographic memory, his ability to recall details — prices, prizes, contestant names and their bids — is impressively accurate. “Perfect Bid” director C.J. Wallis marvels at Slauson’s memory. “When we interviewed him, he sat down and, without any notes, remembered everything about probably a dozen different times he was in the studio audience,” he said.