大多数人认为记忆和推理应该是紧密结合的，但作者认为将持久性记忆与实时推理分离是设计的关键创新点，这挑战了传统认知中记忆与推理必须紧密结合的观点，因为作者认为这种分离能更好地管理长期记忆。

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.

Is the sample size of learning experiments really large enough to account for the differences in potential neurodiversity?

How well do these do for simple lectures which don't add mnemonic design of some sort? How to peel back the subtle differences in presentation, dynamism, design of material, in contrast to neurodiversities?

What are the list of known differences? How well have they been studied across presenters and modalities?

What about methods which require active modality shifts versus the simple watch and regurgitate model mentioned in watching videos. Do people do actively better if they're forced to take notes that cause modality shifts and sensemaking?

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

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

I'm reminded of Lynne Kelly's use of Indigenous Australian memory techniques which do both of these things at the same time: https://www.lynnekelly.com.au/?p=4794

I love the ideas hiding in some of these design elements. The pieces are very atomic, but can be built up into some fascinating bigger designs.

I'm curious if there are any mnemonics attached to these that add additional levels of meaning in the art in which they're embedded?

The attached video was incredibly helpful: https://www.youtube.com/watch?v=Kc3K-MyH3xg

Rodda, L. B., Netland, J., Shehata, L., Pruner, K. B., Morawski, P. M., Thouvenel, C., Takehara, K. K., Eggenberger, J., Hemann, E. A., Waterman, H. R., Fahning, M. L., Chen, Y., Rathe, J., Stokes, C., Wrenn, S., Fiala, B., Carter, L. P., Hamerman, J. A., King, N. P., … Pepper, M. (2020). Functional SARS-CoV-2-specific immune memory persists after mild COVID-19. MedRxiv, 2020.08.11.20171843. https://doi.org/10.1101/2020.08.11.20171843