Unfortunately, mental load is still considered a female problem,' she says. 'A lot of men don't even know what mental load even is.'
大多数人认为随着性别平等进步，男性应该越来越了解并分担家庭中的精神负担，但这位妈妈fluencer指出男性甚至不知道什么是'精神负担'。这揭示了性别平等在家庭内部仍存在显著差距，挑战了我们对现代男性参与家务的乐观假设。
136 Matching Annotations
- Jun 2026
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www.wired.com www.wired.com
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- Apr 2026
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www.yanist.com www.yanist.com
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Context is basically how many things a machine can keep in its operational memory - it's not so different from the very human cognitive load.
【启发】「上下文窗口 = 认知负荷」——这个类比是整篇文章最有洞察力的一句话。它把一个技术概念（context window）与一个人类体验（认知疲劳）无缝连接。启发在于：所有帮助人类减少认知负荷的代码实践——模块化、清晰命名、单一职责——现在也在帮助 AI 减少 token 消耗。「对人友好的代码 = 对 AI 友好的代码」，这个等式比我们想象的成立得更彻底。
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- Mar 2026
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www.whatsbetter.today www.whatsbetter.today
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This forces you to use your mind as a hard drive rather than a processor.
The Zeigarnik Effect & Cognitive Load. Your brain is biologically expensive to run. When you try to "remember" everything, you create a state of high "Cognitive Load," which triggers the Zeigarnik Effect—a persistent mental "hum" of unfinished tasks and unrecorded lessons. This "static" creates the overthinking you feel. By externalising memory to a physical ledger, you "close the loop," allowing the prefrontal cortex to switch from storage mode back to processing mode.
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- Dec 2025
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Local file Local file
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We can see asharp increase in the number of ICA events for the ungrammatical condition in the time periodof 600 to 1200 after the onset of the critical word showing on the display.
This is the empirical proof that ungrammatical, casual, non-standard text causes an immediate, sharp spike in cognitive effort, validating the argument for standardization to lower cognitive costs.
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This entire, extremely complex section is the technical support for the biological load.
Summary: Linguistic difficulty triggers the release of stress/arousal neurotransmitters (norepinephrine) to help the brain cope, proving Mises's concept of "uneasiness."
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We report here on a total of seven experiments which testwhether the ICA reliably indexes linguistically induced cognitive load: three experiments inreading (a manipulation of grammatical gender match / mismatch, an experiment of seman-tic fit, and an experiment comparing locally ambiguous subject versus object relativeclauses, all in German), three dual-task experiments with simultaneous driving and spokenlanguage comprehension (using the same manipulations as in the single-task readingexperiments), and a visual world experiment comparing the processing of causal versusconcessive discourse markers.
Summary: This quote links "linguistic load" specifically to grammatical mismatches, providing evidence that non-standard grammar creates a burden for the reader.
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A novelmeasure, the Index of Cognitive Activity (ICA), relates cognitive effort to the frequency ofsmall rapid dilations of the pupil.
Summary: This establishes the scientific definition of "transaction cost" in your paper: cognitive effort is physically measurable through pupil dilation.
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Local file Local file
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Apply CLT in lesson planning, focusing on prioritizing essentialinformation and breaking down complex tasks into manageable segments.
Summary: This offers the solution: "segmentation." This proves that breaking information into standard, predictable chunks (Standardization) is the mechanism for preserving reader motivation.
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Cognitive load in English learning significantlynegatively affects extrinsic motivation (β = -0.772, p<0.001)
Summary: Provides the hard statistical evidence that high transaction costs (cognitive load) destroy the specific type of motivation (extrinsic) required for professional and vocational success.
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unclear instructional materialsand complex information presentation add extraneous cognitive load.
Summary: Defines "extraneous load" as a result of "unclear presentation," supporting the argument that non-standard writing (code-meshing) unnecessarily taxes the reader. This also aligns with findings from Liu.
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High cognitive load can lead to feelings of stress and frustration, thereby reducinglearning motivation
Summary: Connects high cognitive load directly to "stress and frustration," validating the Misesian concept that "uneasiness" causes the consumer to exit the market (in this case, stop reading).
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Local file Local file
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high segmentation significantly impacts cognitive load, vocabulary learning, retention,and reading comprehension across various aspects of multimedia learning. In essence, segmentation reducescognitive load, supports learning efficiency, and facilitates more profound understanding, vocabulary learning, andretention.
Summary: This offers empirical proof that structure (segmentation) directly correlates with "learning efficiency" and "profound understanding," serving as the scientific backing for the "Professional Imperative" of standardization.
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segmenting dynamic visualizations intomeaningful units may aid learning by assisting learn-ers in grouping related elements and identifying naturalboundaries between events
Summary: This explains how structure helps: it allows readers to identify "natural boundaries." This validates the use of standard grammar conventions as necessary markers that help the brain group and process ideas, especially for those still learning the English language.
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Segmentation is a crucial prin-ciple in multimedia learning that suggests presentinginstructional materials in segments that align with thecognitive pace of learners. By breaking lessons into man-ageable chunks, segmentation offers learners control overthe speed of Instruction, thereby facilitating their abilityto manage cognitive processing [27–29].
Summary: Defines segmentation as a tool for managing cognitive processing, supporting the claim that structure is necessary for the reader (consumer) to handle the flow of information.
This helps to simplify the approach for those learning a new language, and reduces cognitive load.
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- Sep 2025
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angelbravo.cloud angelbravo.cloud
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A food delivery app shows the checkout process in three clear steps: address, payment, and confirmation. Each step is displayed on its own screen with progress indicators at the top. Instead of showing all details and options on one crowded page, the app uses icons (like a house for address and a credit card for payment) to guide the user. This reduces mental effort and makes the process easier to follow, lowering cognitive load.
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- May 2025
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svelte.dev svelte.dev
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A universal load function can return an object containing any values, including things like custom classes and component constructors. A server load function must return data that can be serialized with devalue
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URL
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- Apr 2025
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ux.stackexchange.com ux.stackexchange.com
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Similarly, if you use register / sign in you avoid confusion, but you also fit common usage.
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If you use "register/log in", there is no chance of confusion, and you lighten the cognitive load.
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I would be very careful with the "common usage" argument. For example: the use of sign up and sign in has a very pleasant symmetry which doubtless appeals to many people. Unfortunately, this symmetry reduces the difference by which the user recognizes the button she needs to just two letters. It's very easy to click sign up when you meant sign in.
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- Mar 2025
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www.linkedin.com www.linkedin.com
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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.
Tags
- Tests vs. Exams
- Schema Formation
- Education
- Science of Memory: Concepts
- Cognitive Load Theory
- Misinterpreted Effort Hypothesis
- Hajo Bakker
- Umbrella Terms
- 4C/ID
- Understanding the why behind the how
- Learning
- Mastery
- Learning Techniques
- Jeroen van Merriënboer
- Tests
- Rodrigo Quian Quiroga
- Henry L. Roediger III
- The Forgetting Machine
- Cognitive Load
- Semantics
- Ten Steps to Complex Learning
- Exams
- Coming to Terms
- Study Techniques
- Scaffolding
- Sönke Ahrens
- Educational Myths
- Learning Styles
- Studying
- Reply
- Optimal Education
Annotators
URL
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- Aug 2024
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github.com github.com
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This is the most simulative version of a controller. It will try and mimic real user behaviour. It's the recommended version to use when the goal of the load-test is finding out how many concurrently active users the target instance supports.
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- Jul 2024
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Local file Local file
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Whenever a teacher orally explains something to a class or a pupil, wheneverpupils talk to each other or hear speech, the information presented is transient. Byits very nature, all speech is transient. Unless it is recorded, any spoken informationdisappears. If it is important information for the learner, then the learner must tryto remember it. Remembering verbal information often can be more easily achievedif it is written down. Writing was invented primarily to turn transient oral informa-tion into a permanent form. In the absence of a permanent written record, thelearner may need to use a mental rehearsal strategy to keep information alive inworking memory before it dissipates. The more information there is to learn, themore difficult it becomes to remember, unless it is written down, or students haveadditional access to a permanent record. Furthermore, if spoken informationrequires complex processing, then the demands made on working memory becomeeven more intrusive. For example, if a teacher explains a point using several spokensentences, each containing information that must be integrated in order to under-stand the general gist, the demands made on working memory may be excessive.Information from one sentence may need to be held in working memory whileinformation from another sentence is integrated with it. From this perspective, suchinformation will create a heavy cognitive load. Accordingly, all spoken informationhas the potential to interfere with learning unless it is broken down into manageableproportions or supported by external offloads such as written notes.
Note to self: - Transient = Fading - Non-Transient = Permanent
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www.youtube.com www.youtube.com
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Good video. Funnily enough, I related it to Mazlow's hierarchy of competence a minute before you mentioned it. (Mr. Hoorn here, btw.) Another connection I made was to van Merriënboer et al. their "Ten Steps to Complex Learning" or "4 Component Instructional Design". Particularly with regards to doing a skill decomposition (by analyzing experts, the theory, etc.) in order to build a map for how best to learn a complex skill, reducing complexity as much as possible while still remaining true to the authentic learning task; i.e., don't learn certain skills in isolation (drill) unless the easiest version of a task still causes cognitive overload. Because if you learn in isolation too much, your brain misses on the nuances of application in harmony (element interactivity). Related to the concept of "the whole is greater than the sum of its parts". You can master each skill composite individually but still fail epically at combining them into one activity, which is often required.
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www.linkedin.com www.linkedin.com
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Interesting. I suspect it depends on how you use it. Students with a high level of metacognitive capacity could use this to their advantage. Teaching (particularly the Whole-Part-Whole Reteaching technique) is a very useful technique for active recall (don't forget expanding gap spacing and interleaving); it forces you to use all aspects of your cognitive schemas to provide a clear and understandable explanation of what you know to have others understand it. When you struggle to explain it to others or they ask questions and you cannot answer it (or explain it in different ways) you have identified knowledge gaps.These recall techniques serve not only to strengthen the neural connections between concepts in the cognitive schemata (Hebbian plasticity; re-encoding benefits) but, perhaps more importantly, also to identify knowledge gaps making you know what to focus on when improving your knowledge mastery (maybe even what information to drill, depending on the information type).
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- Jun 2024
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www.youtube.com www.youtube.com
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Excellent video. I do have to mention that Germane Load is an old concept. In the newer model it is called Optimized Intrinsic Cognitive Load -> Working Memory devoted to the creation or automation of cognitive schemata.
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www.youtube.com www.youtube.com
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(~8:40)
Overlearning basically has the purpose of schema automation; creating an intuition for the built cognitive schemata.
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jaredhenderson.substack.com jaredhenderson.substack.com
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Narratives are how we conceptualize the world. Certain narrative links – links between events that we add in to help explain the world – are picked up through mimesis. We see others think of the world in a particular way, and we start to conceptualize the world in similar terms. And the best solution to a harmful narrative is a more enriching narrative. You have to have a replacement for the narrative you are trying to rid yourself of.
This is equal to the imitation principle of biologically primary knowledge as stated in Cognitive Load Theory (Sweller, 2011). Perhaps also the borrow-and-reorganize principle though that has to do with biologically secondary knowledge and explicit instruction.
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www.linkedin.com www.linkedin.com
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Wonderful article by the philosopher Jared Henderson, who I regularly watch on YouTube.
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- May 2024
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www.linkedin.com www.linkedin.com
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***Deep Processing***-> It's important in learning. It's when our brain constructs meaning and says, "Ah, I get it, this makes sense." -> It's when new knowledge establishes connections to your pre-existing knowledge.-> When done well, It's what makes the knowledge easily retrievable when you need it. How do we achieve deep processing in learning? 👉🏽 STORIES, EXPLANATIONS, EXAMPLES, ANALOGIES and more - they all promote deep meaningful processing. 🤔BUT, it's not always easy to come up with stories and examples. It's also time-consuming. You can ask you AI buddies to help with that. We have it now, let's leverage it. Here's a microlesson developed on 7taps Microlearning about this topic.
Reply to Nidhi Sachdeva: I agree mostly, but I would advice against using AI for this. If your brain is not doing the work (the AI is coming up with the story/analogy) it is much less effective. Dr. Sönke Ahrens already said: "He who does the effort, does the learning."
I would bet that Cognitive Load Theory also would show that there is much less optimized intrinsic cognitive load (load stemming from the building or automation of cognitive schemas) when another person, or the AI, is thinking of the analogies.
https://www.linkedin.com/feed/update/urn:li:activity:7199396764536221698/
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luhmann.surge.sh luhmann.surge.sh
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Perhaps the best method would be to take notes—not excerpts, but condensed reformulations of what has been read. The re-description of what has already been described leads almost automatically to a training of paying attention to “frames,” or schemata of observation, or even to noticing conditions which lead the text to offer some descriptions but not others.
Summarization. Building of cognitive schemas.
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- Mar 2024
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www.youtube.com www.youtube.com
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05:25 Clear goals are a prerequisite for the flow state. They free up cognitive load, which, in turn, makes entering flow easier
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URL
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- Feb 2024
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www.youtube.com www.youtube.com
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04:00 Cost of ownership — leads to more thinking
05:00 This increases cognitive load
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URL
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- Dec 2023
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fernandovillalba.substack.com fernandovillalba.substack.com
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www.youtube.com www.youtube.com
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04:18 All flow triggers are either (a) reducing cognitive load, or (b) increasing dopamine or norepinephrine, that drive focus.
Rian Doris people to first start reducing cognitive load. People are overwhelmed and feel like they can't take on new habits and tactics. He recommends to remove clutter from one's life. The more clutter we remove, the more time is left for flow.
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- Nov 2023
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In Ruby, if you have several files called foo.rb in different directories of $LOAD_PATH and execute require "foo" the first one found gets loaded, and the rest are ignored.
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URL
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- Oct 2023
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www.youtube.com www.youtube.com
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09:00 increases performance increasing neurochemicals & lowering cognitive load - these drive you into flow state, which releases a bunch of other neurochemicals - intrinsic motivation leads into flow, the flow state highers intrinsic motivation, (virtuous cycle)
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- Sep 2023
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matthew-van-der-hoorn.notion.site matthew-van-der-hoorn.notion.site
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https://matthew-van-der-hoorn.notion.site/matthew-van-der-hoorn/Book-Reading-bc745728387b4369b5b63739292c9ce7
van der Hoorn's suggestions for reading
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- Aug 2023
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developer.confluent.io developer.confluent.io
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Partition Leader Balancing
balance the load on leader preferred replica - first replica of each partition preferred replica is evenly distributed among brokers tries to make the preferred replica as the leader and hence balancing the load
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- Jul 2023
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www.edtechdigest.com www.edtechdigest.com
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In the first half of the 2021-22 school year, the average K-12 student accessed 74 different education technology products, platforms or services while the average K-12 teacher interacted with 86 different tools in the course of their work.
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- Feb 2023
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blay.se blay.se
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Collecting does not transform us and always postpones learning and transformation to the future. Collecting creates debt that we promise to pay back in some future that never arrives.
There's some truth and falsity here...
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- Nov 2022
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github.com github.com
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So transcriptor aims to do less, and impose the bare minimum of cognitive load needed to convert a REPL interaction into a test. The entire API is four functions:
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- Oct 2022
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sagescienta.substack.com sagescienta.substack.com
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https://sagescienta.substack.com/p/cognitive-load-theory?sd=pf
introductory article with some interesting looking references
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- Sep 2022
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metalblueberry.github.io metalblueberry.github.io
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your cognitive load increases with the level of indentation. 1 2 3 4 5 6 7 8 9 10 if r.Method == "GET" { if r.Header.Get("X-API-KEY") == key { // ok return nil }else{ return errors.New("Key is not valid") } } else { return errors.New("Invalid Method") }
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Cognitive capacity is the total amount of information the brain is capable of retaining at any particular moment. This amount is finite, so we can say our total capacity is only ever 100%. How much of one’s cognitive capacity is being used towards a particular task at any given time is called the cognitive load
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- Aug 2022
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www.medrxiv.org www.medrxiv.org
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Regev-Yochay, G., Gonen, T., Gilboa, M., Mandelboim, M., Indenbaum, V., Amit, S., Meltzer, L., Asraf, K., Cohen, C., Fluss, R., Biber, A., Nemet, I., Kliker, L., Joseph, G., Doolman, R., Mendelson, E., Freedman, L. S., Harats, D., Kreiss, Y., & Lustig, Y. (2022). 4th Dose COVID mRNA Vaccines’ Immunogenicity & Efficacy Against Omicron VOC (p. 2022.02.15.22270948). medRxiv. https://doi.org/10.1101/2022.02.15.22270948
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- May 2022
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Local file Local file
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.Adopting the habit of knowledge capture has immediate benefitsfor our mental health and peace of mind. We can let go of the fearthat our memory will fail us at a crucial moment. Instead of jumpingat every new headline and notification, we can choose to consumeinformation that adds value to our lives and consciously let go of therest.
Immediate knowledge capture by highlighting, annotating, or other means when taking notes can help to decrease cognitive load. This is similar to other productivity methods like quick logging within a bullet journal system, writing morning pages, or Getting Things Done (GTD). By putting everything down in one place, you can free your mind of the constant need to remember dozens of things. This frees up your working memory to decrease stress as you know you've captured the basic idea for future filtering, sorting, and work at a later date.
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The differences between the L4 and L7 proxy variants come from which level of the OSI model they deal with. L4 load balancers deal with individual connection flows (think TCP/UDP packets, plain bytes), while L7 load balancers deal with individual requests (think HTTP requests, GETs or POSTs).
L4 & L7 Proxy.
L4 load balancers deal with individual connection flows (think TCP/UDP packets, plain bytes).
L7 load balancers deal with individual requests (think HTTP requests, GETS or POSTs)
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Annotators
URL
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- Apr 2022
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www.irrodl.org www.irrodl.org
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The consequences of student frustration (Borges, 2005) can generate a load that has to be borne by all the agents involved in the learning experiences: students, teachers, and institutions.
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- Mar 2022
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Washington State mathteacher Brendan Jeffreys turned to gesture as a way of easing the mental loadcarried by his students, many of whom come from low-income households,speak English as a second language, or both. “Academic language—vocabularyterms like ‘congruent’ and ‘equivalent’ and ‘quotient’—is not something mystudents hear in their homes, by and large,” says Jeffreys, who works for theAuburn School District in Auburn, a small city south of Seattle. “I could see thatmy kids were stumbling over those words even as they were trying to keep trackof the numbers and perform the mathematical operations.” So Jeffreys devised aset of simple hand gestures to accompany, or even temporarily replace, theunfamiliar terms that taxed his students’ ability to carry out mental math.
Mathematics can often be more difficult compared to other subjects as students learning new concepts are forced not only to understand entirely new concepts, but simultaneously are required to know new vocabulary to describe those concepts. Utilizing gestures to help lighten the cognitive load of the new vocabulary to allow students to focus on the concepts and operations can be invaluable.
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A familiar example ofsuch offloading is the way young children count on their fingers when workingout a math problem. Their fingers “hold” an intermediate sum so that their mindsare free to think about the mathematical operation they must execute (addition,subtraction) to reach the final answer.
Children counting on their fingers is an example of offloading cognitive load by using proprioception.
Different cultures use different finger sequences (particularly for the number 3) for counting up.
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designed gestures can lighten our mentalload.
Designed (or intentional) gestures can function to lighten the cognitive load of teaching by engaging multiple pathways simultaneously.
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Research shows that moving our hands advances our understanding ofabstract or complex concepts, reduces our cognitive load, and improves ourmemory.
movement and gesture as a mnemonic device
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- Feb 2022
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twitter.com twitter.com
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Benjamin Meyer. (2022, January 14). Here is a bit of a longer explanatory thread on our recent paper on “Infectious viral load in unvaccinated and vaccinated patients infected with SARS-CoV-2 WT, Delta and Omicron”. You can read the full paper here: Https://t.co/R2FSyck6Nn [Tweet]. @BenjaminMeyer85. https://twitter.com/BenjaminMeyer85/status/1482102496764039176
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every.to every.to
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I don't think it's a surprise to anyone to know that there are certain activities that help create that space, and it’s been widely commented upon. Doing the dishes, walking the dog, cleaning the house – you need to be doing something.For me, pruning trees in our olive grove is perfect. It takes a little bit of attention, but not that much attention.
This is related to the idea of diffuse thinking caused by taking breaks or doing things that don't require extreme concentration. Flaneuring... walking, etc.
You want an activity that requires a little bit of attention but not too much attention. Doing dishes, walking, errands, etc. are good examples.
Relate this to the
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Local file Local file
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Our brains work not that differently in terms of interconnectedness.Psychologists used to think of the brain as a limited storage spacethat slowly fills up and makes it more difficult to learn late in life. Butwe know today that the more connected information we alreadyhave, the easier it is to learn, because new information can dock tothat information. Yes, our ability to learn isolated facts is indeedlimited and probably decreases with age. But if facts are not kept
isolated nor learned in an isolated fashion, but hang together in a network of ideas, or “latticework of mental models” (Munger, 1994), it becomes easier to make sense of new information. That makes it easier not only to learn and remember, but also to retrieve the information later in the moment and context it is needed.
Our natural memories are limited in their capacities, but it becomes easier to remember facts when they've got an association to other things in our minds. The building of mental models makes it easier to acquire and remember new information. The down side is that it may make it harder to dramatically change those mental models and re-associate knowledge to them without additional amounts of work.
The mental work involved here may be one of the reasons for some cognitive biases and the reason why people are more apt to stay stuck in their mental ruts. An example would be not changing their minds about ideas of racism and inequality, both because it's easier to keep their pre-existing ideas and biases than to do the necessary work to change their minds. Similar things come into play with respect to tribalism and political party identifications as well.
This could be an interesting area to explore more deeply. Connect with George Lakoff.
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www.buzzfeednews.com www.buzzfeednews.com
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Camero, K. (n.d.). If You Think You Have COVID But Your Rapid Test Is Negative, Here’s Why. BuzzFeed News. Retrieved February 4, 2022, from https://www.buzzfeednews.com/article/katiecamero/negative-covid-test
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- Jan 2022
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Kozlov, M. (2022). How does Omicron spread so fast? A high viral load isn’t the answer. Nature. https://doi.org/10.1038/d41586-022-00129-z
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stackoverflow.com stackoverflow.com
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export const load: Load = async ({ page, session }) => { if (!isPublic(page.path) && !isAuthenticated(session)) { console.log('Unauthorized access to private page'); return { redirect: '/', status: 302 }; } else { console.log('Auth OK'); } return {}; };
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academic.oup.com academic.oup.com
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Yonker, L. M., Boucau, J., Regan, J., Choudhary, M. C., Burns, M. D., Young, N., Farkas, E. J., Davis, J. P., Moschovis, P. P., Bernard Kinane, T., Fasano, A., Neilan, A. M., Li, J. Z., & Barczak, A. K. (2021). Virologic Features of Severe Acute Respiratory Syndrome Coronavirus 2 Infection in Children. The Journal of Infectious Diseases, 224(11), 1821–1829. https://doi.org/10.1093/infdis/jiab509
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- Dec 2021
- Nov 2021
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www.cs.sfu.ca www.cs.sfu.ca
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The destination operand must be a register.
load effective address 的 destination 需要是什么？
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The ability of the leaq instruction to perform addition and limited forms ofmultiplication proves useful when compiling simple arithmetic expressions suchas this example.
leaq 在什么情况下有用？
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twitter.com twitter.comTwitter1
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Nature Portfolio on Twitter. (n.d.). Twitter. Retrieved 14 November 2021, from https://twitter.com/NaturePortfolio/status/1459144019016040452
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- Oct 2021
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www.thelancet.com www.thelancet.com
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Singanayagam, A., Hakki, S., Dunning, J., Madon, K. J., Crone, M. A., Koycheva, A., Derqui-Fernandez, N., Barnett, J. L., Whitfield, M. G., Varro, R., Charlett, A., Kundu, R., Fenn, J., Cutajar, J., Quinn, V., Conibear, E., Barclay, W., Freemont, P. S., Taylor, G. P., … Lackenby, A. (2021). Community transmission and viral load kinetics of the SARS-CoV-2 delta (B.1.617.2) variant in vaccinated and unvaccinated individuals in the UK: A prospective, longitudinal, cohort study. The Lancet Infectious Diseases, 0(0). https://doi.org/10.1016/S1473-3099(21)00648-4
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pubmed.ncbi.nlm.nih.gov pubmed.ncbi.nlm.nih.gov
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Kennedy-Shaffer, L., Kahn, R., & Lipsitch, M. (2021). Estimating Vaccine Efficacy Against Transmission via Effect on Viral Load. Epidemiology (Cambridge, Mass.), 32(6), 820–828. https://doi.org/10.1097/EDE.0000000000001415
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kit.svelte.dev kit.svelte.dev
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This function allows you to modify (or replace) a fetch request for an external resource that happens inside a load function that runs on the server (or during pre-rendering). For example, your load function might make a request to a public URL like https://api.yourapp.com when the user performs a client-side navigation to the respective page, but during SSR it might make sense to hit the API directly (bypassing whatever proxies and load balancers sit between it and the public internet).
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www.hindustantimes.com www.hindustantimes.com
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ICMR removes Ivermectin, HCQ from revised guidelines on Covid-19 treatment. (2021, September 24). Hindustan Times. https://www.hindustantimes.com/india-news/icmr-removes-ivermectin-hcq-from-revised-guidelines-on-covid-19-treatment-101632461755113.html
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- Sep 2021
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www.timeshighereducation.com www.timeshighereducation.com
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A recent review of the evidence finds that when students are cognitively overloaded, they disengage more often, perform badly and learn less. You can help students stay focused by making your presentations less cognitively overloaded. So, shorten slides, reduce text, use diagrams, remove irrelevant images, progressively reveal content and stick to one idea per slide. Take a careful look at the materials you use and ask yourself: “What’s my main message? What distracts from that? How can I remove distractions?”
This feels related to some of the potential power of sketchnotes.
I'd like the reference to this particular research though.
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- Jul 2021
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www.nature.com www.nature.com
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Reardon, S. (2021). How the Delta variant achieves its ultrafast spread. Nature. https://doi.org/10.1038/d41586-021-01986-w
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www.frontiersin.org www.frontiersin.org
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Hascher, T., Beltman, S., & Mansfield, C. (2021). Swiss Primary Teachers’ Professional Well-Being During School Closure Due to the COVID-19 Pandemic. Frontiers in Psychology, 12, 687512. https://doi.org/10.3389/fpsyg.2021.687512
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www.scotthyoung.com www.scotthyoung.com
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A top down view of some learning strategies to begin teasing out which may be better than others.
Are they broadly applicable or domain specific?
What learning methods and pedagogy piece are best and for which domains.
How can we balance learning and doing an overview of theory versus practice?
Which methods are better for beginners versus domain specific experts?
Which are better for overview versus creating new knowledge?
https://www.scotthyoung.com/blog/2021/07/13/against-the-real-thing/
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Play may trump problem solving. When working on a problem without a specific goal, the student can try lots of things to figure out what works. In contrast, only one answer is needed to solve a problem with a single goal. A playful, exploratory mindset may map out the patterns of interactions better than a narrowly, solution-oriented perspective. As an example of this, Sweller asked students to solve some math problems. One group was asked to solve the problems for a particular variable, and the other group was asked to solve for as many variables as they could. The latter group did better later, which Sweller explained in terms of cognitive load.4
exploratory play >> problem solving
How does this compare to the creativity experience of naming white things in general versus naming white things in a refrigerator? The first is often harder for people, while the second is usually much easier.
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- Jun 2021
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github.com github.com
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github.com github.com
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(load functions call handle directly, there's no intermediate network requests.)
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kit.svelte.dev kit.svelte.dev
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If you return a Promise from load, SvelteKit will delay rendering until the promise resolves.
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should run on the same domain as any upstream API servers requiring credentials
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- May 2021
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science.sciencemag.org science.sciencemag.org
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García-Fiñana, M., & Buchan, I. E. (2021). Rapid antigen testing in COVID-19 responses. Science, 372(6542), 571–572. https://doi.org/10.1126/science.abi6680
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journals.plos.org journals.plos.org
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As one of the authors recently pointed out [2], the cognitive demands on a person in a low-tech, paleolithic environment equal or exceed the cognitive loads placed on members of industrialized societies.
I'll have to bump up Tyson Yunkaporta's work on my reading list, particularly the cited text:
Yunkaporta T. Sand talk: how Indigenous thinking can save the world. Melbourne, Victoria: Text Publishing Company; 2019.
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www.medrxiv.org www.medrxiv.org
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Kennedy-Shaffer, L., Kahn, R., & Lipsitch, M. (2021). Estimating vaccine efficacy against transmission via effect on viral load [Preprint]. Infectious Diseases (except HIV/AIDS). https://doi.org/10.1101/2021.05.03.21256556
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- Mar 2021
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tanzawa.jamesvandyne.com tanzawa.jamesvandyne.com
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<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>James Van Dyne</span> in James Van Dyne on Twitter: "VERY fun hack: using lazy loading turbo-frames as a queue in dom. Each row needs to be imported. Frame source is api (returns html) and loads when visible. Scroll the page and one-by-one it imports your images. ZERO JS. #IndieWeb https://t.co/LOk0tq08tO https://t.co/lJ2hh1tDf3" / Twitter (<time class='dt-published'>03/29/2021 15:45:00</time>)</cite></small>
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www.covid-datascience.com www.covid-datascience.com
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Covid Data Science. (2021) ‘UK Variant B.1.1.7 becoming the dominant strain in the USA - what does it mean for Spring/Summer?’. Accessed 26 March 2021. https://www.covid-datascience.com/post/uk-variant-b-1-1-7-becoming-the-dominant-strain-in-the-usa-what-does-it-mean-for-spring-summer
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twitter.com twitter.com
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A Marm Kilpatrick. (2021, February 9). Vaccine efficacy in blocking infection & transmission (I think) We can now estimate the (minimum) reduction in transmission from the Moderna vaccine. Thread tl;dr Moderna vaccine blocks >90% (87-93%) of infections & 91% (89-94%) of transmission. *Critiques welcome! Https://t.co/GjQIo3v4oe [Tweet]. @DiseaseEcology. https://twitter.com/DiseaseEcology/status/1359213735424872450
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www.medrxiv.org www.medrxiv.org
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Levine-Tiefenbrun, M., Yelin, I., Uriel, H., Kuint, J., Schreiber, L., Herzel, E., Katz, R., Ben-Tov, A., Patalon, T., Chodick, G., & Kishony, R. (2020). Association of COVID-19 RT-qPCR test false-negative rate with patient age, sex and time since diagnosis. MedRxiv, 2020.10.30.20222935. https://doi.org/10.1101/2020.10.30.20222935
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- Feb 2021
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www.schneems.com www.schneems.com
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programmers can try to be aware of their configuration systems and the cognitive overhead they impose on people.
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The alternative was to have multiple scripts or stylesheet links on one page, which would trigger multiple HTTP requests. Multiple requests mean multiple connection handshakes for each link “hey, I want some data”, “okay, I have the data”, “alright I heard that you have the data, give it to me” (SYN, ACK, SYNACK). Even once the connection is created there is a feature of TCP called TCP slow start that will throttle the speed of the data being sent at the beginning of a request to a slower speed than the end of the request. All of this means transferring one large request is faster than transferring the same data split up into several smaller requests.
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www.lambdatest.com www.lambdatest.com
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every human has a defined cognitive load that the memory can process. Making anyone process more information than defined will result in cognitive overloading.
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en.wikipedia.org en.wikipedia.org
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URL
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github.com github.com
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URL
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- Dec 2020
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jamstack.org jamstack.org
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Popular architectures deal with heavy traffic loads by adding logic to cache popular views and resources.
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- Nov 2020
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www.roambrain.com www.roambrain.com
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Cognitive Overhead (aka Cognitive Load): often the task of specifying formalism is extraneous to the primary task, or is just plain annoying to do.
This is the task that you're required to do when you want to save a note in Evernote or Notion. You need to choose where it goes.
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- Sep 2020
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www.thelancet.com www.thelancet.com
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Diseases, T. L. I. (2020). Curing COVID-19. The Lancet Infectious Diseases, 0(0). https://doi.org/10.1016/S1473-3099(20)30706-4
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- Aug 2020
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www.thelancet.com www.thelancet.com
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Chaudhry, R., Dranitsaris, G., Mubashir, T., Bartoszko, J., & Riazi, S. (2020). A country level analysis measuring the impact of government actions, country preparedness and socioeconomic factors on COVID-19 mortality and related health outcomes. EClinicalMedicine, 0(0). https://doi.org/10.1016/j.eclinm.2020.100464
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www.biorxiv.org www.biorxiv.org
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Guo, L., Boocock, J., Tome, J. M., Chandrasekaran, S., Hilt, E. E., Zhang, Y., Sathe, L., Li, X., Luo, C., Kosuri, S., Shendure, J. A., Arboleda, V. A., Flint, J., Eskin, E., Garner, O. B., Yang, S., Bloom, J. S., Kruglyak, L., & Yin, Y. (2020). Rapid cost-effective viral genome sequencing by V-seq. BioRxiv, 2020.08.15.252510. https://doi.org/10.1101/2020.08.15.252510
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www.medrxiv.org www.medrxiv.org
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Cevik, M., Tate, M., Lloyd, O., Maraolo, A. E., Schafers, J., & Ho, A. (2020). SARS-CoV-2, SARS-CoV-1 and MERS-CoV viral load dynamics, duration of viral shedding and infectiousness: A living systematic review and meta-analysis. MedRxiv, 2020.07.25.20162107. https://doi.org/10.1101/2020.07.25.20162107
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- Jul 2020
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amp.dev amp.dev
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The problem is that this is an external stylesheet reference. In AMP, to keep the load times of documents as fast as possible, you cannot include external stylesheets.
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Harp, N., Dodd, M. D., & Neta, M. (2020). Emotional working memory load selectively increases negativity bias [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/jnesc
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- Jun 2020
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psyarxiv.com psyarxiv.com
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Baer, T., & Schnall, S. (2020). Quantifying the Cost of Decision Fatigue: Supoptimal Risk Decisions in Finance [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/j4wef
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zoonosen.charite.de zoonosen.charite.de
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Jones, T.C., Mühlemann, B., Veith, T., Zuchowski, M., Hofmann, J., Stein, A., Edelmann, A., Corman, V.M., & Drosten, C. (2020). An analysis of SARS-CoV-2 viral load by patient age. Charité Berlin. https://zoonosen.charite.de/fileadmin/user_upload/microsites/m_cc05/virologie-ccm/dateien_upload/Weitere_Dateien/analysis-of-SARS-CoV-2-viral-load-by-patient-age.pdf
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- May 2020
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Spiegelhalter, D. (2020, May 26). Is SARS-CoV-2 viral load lower in young children than adults? Medium. https://medium.com/@d_spiegel/is-sars-cov-2-viral-load-lower-in-young-children-than-adults-8b4116d28353
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psyarxiv.com psyarxiv.com
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Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2020, May 18). Are you better on YouTube? A systematic review of the effects of video on learning in higher education. https://doi.org/10.31234/osf.io/kynez
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academic.oup.com academic.oup.com
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Danis, K., Epaulard, O., Bénet, T., Gaymard, A., Campoy, S., Bothelo-Nevers, E., Bouscambert-Duchamp, M., Spaccaferri, G., Ader, F., Mailles, A., Boudalaa, Z., Tolsma, V., Berra, J., Vaux, S., Forestier, E., Landelle, C., Fougere, E., Thabuis, A., Berthelot, P., … Bag, B. C. (2020). Cluster of coronavirus disease 2019 (Covid-19) in the French Alps, 2020. Clinical Infectious Diseases, ciaa424. https://doi.org/10.1093/cid/ciaa424
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www.thelancet.com www.thelancet.com
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Lohse, S., Pfuhl, T., Berkó-Göttel, B., Rissland, J., Geißler, T., Gärtner, B., Becker, S. L., Schneitler, S., & Smola, S. (2020). Pooling of samples for testing for SARS-CoV-2 in asymptomatic people. The Lancet Infectious Diseases, S1473309920303625. https://doi.org/10.1016/S1473-3099(20)30362-5
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blindsidenetworks.com blindsidenetworks.com
- Apr 2020
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Wölfel, R., Corman, V.M., Guggemos, W. et al. Virological assessment of hospitalized patients with COVID-2019. Nature (2020). https://doi.org/10.1038/s41586-020-2196-x
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kokociel.blogspot.com kokociel.blogspot.com
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Our eyes decide our focus of attention and therefore our thoughts and our cognitive load.
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- Mar 2020
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code.djangoproject.com code.djangoproject.com
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I would like to make an appeal to core developers: all design decisions involving involuntary session creation MUST be made with a great caution. In case of a high-load project, avoiding to create a session for non-authenticated users is a vital strategy with a critical influence on application performance. It doesn't really make a big difference, whether you use a database backend, or Redis, or whatever else; eventually, your load would be high enough, and scaling further would not help anymore, so that either network access to the session backend or its “INSERT” performance would become a bottleneck. In my case, it's an application with 20-25 ms response time under a 20000-30000 RPM load. Having to create a session for an each session-less request would be critical enough to decide not to upgrade Django, or to fork and rewrite the corresponding components.
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- Feb 2020
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I had created a bunch of annotations on: https://loadimpact.com/our-beliefs/ https://hyp.is/bYpY5lKoEeqO_HdxChFU0Q/loadimpact.com/our-beliefs/
But when I click "Visit annotations in context"
Hypothesis shows an error:
Annotation unavailable The current URL links to an annotation, but that annotation cannot be found, or you do not have permission to view it.
How do I edit my existing annotations for the previous URL and update them to reference the new URL instead?
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Annotators
URL
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work.stevegrossi.com work.stevegrossi.com
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Performance Benchmarking What it is: Testing a system under certain reproducible conditions Why do it: To establish a baseline which can be tested against regularly to ensure a system’s performance remains constant, or validate improvements as a result of change Answers the question: “How is my app performing, and how does that compare with the past?”
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github.com github.com
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blog.loadimpact.com blog.loadimpact.com
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Tsung utilizes multiple CPUs better than perhaps any other tool I have seen
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docs.k6.io docs.k6.io
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Do Browse like a user wouldTake natural pauses that users would take to consume page contentFocus on the most common use cases, rather than all the possible use casesTake note of pages where forms/logins occur, you will likely need to complete some scripting there
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loadimpact.com loadimpact.com
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We believe load test scripts should be plain code to get all the benefits of version control, as opposed to say unreadable and tool generated XML.
Saw another comment lamenting the use of ugly/unreasonable XML files:
https://github.com/flood-io/ruby-jmeter
Tired of using the JMeter GUI or looking at hairy XML files?
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It is also good practice to make sure that your load testing is functionally correct. Both the performance and functional goals can be codified using thresholds and checks (like asserts).
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github.com github.com
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docs.k6.io docs.k6.iok6/http2
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Load Testing Manifesto Simple testing is better than no testingLoad testing should be goal orientedLoad testing by developersDeveloper experience is super importantLoad test in a pre-production environment
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You can use it for running tests with a high load (spike, stress, endurance tests) in pre-production and QA environments.
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www.lifescied.org www.lifescied.org
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TABLE 1. Practices to maximize student learning from educational videos
Table 1. resource for planning/making effective videos
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Finally, the utility of video lessons can be maximized by matching modality to content. By using both the audio/verbal channel and the visual/pictorial channel to convey new infor-mation, and by fitting the particular type of information to the most appropriate channel, instructors can enhance the germane cognitive load of a learning experience.
matching modality to content. So if you want to talk about history, or a book, or just some reflection, it makes less sense to do it over video, but if you want to talk about art history maybe you want to have a video component or be primarily video
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Weeding, or the elimination of interesting but extraneous information that does not contribute to the learning goal, can provide further benefits. For example, music, complex back-grounds, or extra features within an animation require the learner to judge whether he or she should be paying attention to them, which increases extraneous load and can reduce learn-ing.
Weeding + definition, removing flash and bells and whistles that might cause the student to be distracted
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The benefits of signaling are complemented by segmenting, or the chunking of information in a video lesson. Segmenting allows learners to engage with small pieces of new information and gives them control over the flow of new information.
Segmenting or chunking
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Signaling, which is also known as cueing (deKoning et al., 2009), is the use of on-screen text or symbols to highlight important information. For example, signaling may be provided by the appearance of two or three key words (Mayer and John-son, 2008; Ibrahim et al., 2012), a change in color or contrast (deKoning et al., 2009), or a symbol that draws attention to a region of a screen (e.g., an arrow; deKoning et al., 2009).
Signaling definition + examples
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The third component of a learning experience is extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome.
extraneous load, the fiddling with technology, the finding new content to read, the poorly connected information, etc.
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The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connec-tivity within the subject
how difficult is a concept to understand, word pairing is less difficult than grammar rules.
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he second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome—for example, to make the comparisons, do the analysis, and elucidate the steps necessary to master the lesson.
the level of cognitive activity needed to learn the learning outcome (memorize a few words), define terms, recall a history event, draw something.
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This processing is a prerequisite for encoding into long-term memory, which has virtually unlimited capacity. Because working memory is very limited, the learner must be selective about what information from sensory mem-ory to pay attention to during the learning process, an observa-tion that has important implications for creating educational materials
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Cognitive load theory, initially articulated by Sweller (1988, 1989, 1994), suggests that memory has several components. Sensory memory is tran-sient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory,
Cognitive load theory
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- Nov 2019
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www.learning-theories.com www.learning-theories.com
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E-Learning Theory (Mayer, Sweller, Moreno)
This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10
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- Oct 2019
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docs.aws.amazon.com docs.aws.amazon.com
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The X-Forwarded-Proto request header helps you identify the protocol (HTTP or HTTPS) that a client used to connect to your load balancer. Your server access logs contain only the protocol used between the server and the load balancer; they contain no information about the protocol used between the client and the load balancer.
The load balancer may talk to the server via http so using $scheme in nginx when there's an AWS load balancer in front may lead to the $scheme being unexpectedly http instead of https.
http { map $http_x_forwarded_proto $original_scheme { "" $scheme; default $http_x_forwarded_proto; } }
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- Apr 2019
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web.hypothes.is web.hypothes.is
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How do I load my document?
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- Mar 2019
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www.dougengelbart.org www.dougengelbart.org
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Joe understands this and explains that he will do his best to give you the valid conceptual feel that you want—trying to tread the narrow line between being too detailed and losing your over-all view and being too general and not providing you with a solid feel for what goes on.
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- Jan 2019
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www.insidehighered.com www.insidehighered.com
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The Next Target
Now that GTAs are unionizing, will caps on the amount they can teach continue to drop?
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- Oct 2017
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www.inthelibrarywiththeleadpipe.org www.inthelibrarywiththeleadpipe.org
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He recommends decreasing cognitive load by putting smaller bits of information together into chunks.
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