data alignment 的原则是什么？

DRAM 不稳定，在计算机中如何防止其变化？

The Big Dipper, part of Ursa Major, appears upside down in the southern Hemisphere and is associated with the shape of a shark in the Torres Strait. When its "nose" touches the horizon at sunset, it's associated with breeding of nearby sharks who swim in shallow waters.

Notice the variety of associations of time (both of year, sunset, and breeding) with an animal (in both the water and in the sky) along with a specific location (Torres Strait).

The First Astronomers: How Indigenous Elders read the stars by Duane Hamacher, with Elders and Knowledge Holders

https://www.allenandunwin.com/browse/books/academic-professional/cultural-studies/The-First-Astronomers-Duane-Hamacher-with-Elders-and-Knowledge-Holders-9781760877200

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>LynneKelly</span> in Un-Stupiding Myself - a Memory Training Journal - Memory Training Journals - Art of Memory Forum (<time class='dt-published'>03/14/2022 18:43:38</time>)</cite></small>

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.

Manuela Macedonia's research indicates that online learners who enact specific gestures as they learn words learn better and have longer retention versus simply hearing words. Students who mimic these gestures also learn better than those who only see the gestures and don't use them themselves.

How might this sort of teacher/avatar gesturing be integrated into online methods? How would students be encouraged to follow along?

Could these be integrated into different background settings as well to take advantage of visual memory?

Anecdotally, I remember some Welsh phrases from having watched Aran Jones interact with his cat outside on video or his lip syncing in the empty spaces requiring student responses. Watching the teachers lips while learning can be highly helpful as well.

Manuela Macedonia and co-authors found that pairing new foreign words with gestures created activity in the motor cortex which helped to improve the associative memory for the words and the movements. Using images of the words did not create the same motor cortex involvement.

It's not clear which method of association is better, at least as written in The Extended Mind. Was one better than the other? Were they tested separately, together, and in a control group without either? Surely one would suspect that using both methods together would be most beneficial.

Manuela Macedonia wrote her Ph.D. thesis on the use of gestures to enhance verbal memory for language acquisition.

Most foreign language leaners spend all their time in classrooms or at home sitting down, listening, reading, and writing. This is antithetical to how children acquire language in more natural settings where they're able to move around, interact, taste, touch, smell, etc. as they learn new words in their language. These additional sensory mnemonic techniques add an incredible amount of information and associative hooks to help them remember new words and grammatical structures.

Example of the use of visual, auditory, and proprioceptive methods used in the pedagogy of anatomy.

Annie Murphy Paul indicates that proprioceptive associations may be more powerful than auditory or visual ones as she notes that "research shows that making gestures enhances our ability to think even when our gesturing hands are hidden from our view."

This is something that could be researched and analyzed.

My personal experience is that visual >> auditory >> smell >> proprioception. Smell with respect to memory is incredibly difficult to exercise as are auditory method. Visual and proprioceptive methods are easier to actively practice though.

Intentional gestures can be used as mnemonic devices as the movement can be associated with things we wish to remember.

Concentrating on the shape, motion, and placement of hand gestures dramatically help a learner to more concretely understand material and understanding in others.

Link this to the use of movement in dance with respect to memory in Lynne Kelly's work.

People are more likely to remember points from talks that are accompanied by gestures. This effect apparently increases with time.

What does the effect of time have on increased lengths? Does it continue to increase and then decrease at some point? Anecdotally I often recall quotes and instances from movies based on movements that I make.

What effects, if any, are seen in studies of mirror-neurons and those with impairment of them? What memory effects might be seen with those on the autism spectrum who don't have strong mirror-neuron responses? If this is impaired, what might account for their improved memories for some types of material? Which types of material do they have improved memories for?

Is the same true of drawing points from a speech using the ideas of sketchnotes? Is drawing an extension of gestural improvement of memory?

movement and gesture as a mnemonic device

Research shows that gesture can impact our memories by helping to associate speech with visual cues.

References for this?

Link this to the idea that our visual memories are much stronger than our verbal ones.

Active inhibition is the filter that prevents our minds from being constantly flooded with memories and allows us to focus. It acts as a barrier between our long term memories and our immediate present.

Is the filter behind active inhibition really active or is it passive? What is the actual physiological mechanism?

Solomon Shereshevsky faced an extreme version of the sort of information overload many of can relate to, however in his case, because his memory was so good, he found it difficult to get the gist of something because the minor details drowned out the broader ideas.

While placing our ideas into external memory devices like notebooks or zettelkasten may allow us to forget them, mnemotechniques allow us to perform a similar task, but provides us hooks upon which they might be hung by means of association with other ideas. These hooks and association can be reactivated at later times when the ideas may be needed.

The zettelkasten allows us to do multiple things. It encourages us to clarify our ideas by writing them down, we extend them by linking them to other contexts, we actively write towards a multitude of interesting goals, by writing, we can forget the original ideas which we can later serendipitously re-link to new concepts.

Example of a writer thinking that the human memory is more finite than is probably the case.

While multiple readings of a text in antiquity may have been rarer, due to the cheap proliferation of books, one can more easily "blaze a trail" through their reading to make it easier or quicker to rebuild context on subsequent readings.

Look at history of reading to see which books would have been more likely re-read, particularly outside of one's primary "area" of expertise.

Link to the trails mentioned by Vannevar Bush in As We May Think.

有什么技术可以保护程序免收攻击？

array 在 memory 中的排列顺序是怎么样的？

如何计算两个 pointers 的差？

什么时候 local data 必须要被存放在 memory 里面？

YES I underline and highlight when I read and YES I know xyz studies demonstrate highlighting is not an 'effective learning technique' ... but not all learning is about remembering #toolsforthought

— Amy Rae Fox (@thoughtafox) February 2, 2022

An interesting perspective. Worth comparing the ideas of learning and remembering and what relationship they have to each other.

https://twitter.com/grabe/status/1493723795281956867

For deep understanding the elaboration method may be the best tool, but may not be the best choice for learning isolated encyclopedic facts.

By learning isolated facts do they really mean memorizing here? In which case, perhaps using mnemotechniques is the best way to create synthetic associative links by which to tie one's knowledge into their other mental frameworks of knowledge. If thought about this way one is really elaborating their knowledge in a synthetic manner instead of more naturally. Either way, you're doing some form of elaborating as a means of assuming the knowledge. Both forms are work, though slightly different.

This is a surprising effect for teaching and learning, and if true, how can it be best leveraged. Worth reading up on and testing this effect.

Indeed humans do seem built for categorizing and creating taxonomies and hierarchies, and perhaps allowing this talent to do some of the work may be the best way to learn not only in the short term, but over longer term evolutionary periods?

Some of the effort that teachers put into their educational resources in an attempt to make learning faster and more efficient is actually taking away the actual learning opportunities of the students to sort, arrange, and make meaningful connections between the knowledge and to their own prior knowledge bases.

In mathematics, rather than showing a handful of methods for solving a problem, the teacher might help students to explore those problem solving spaces first and then assist them into creating these algorithms. I can't help but think about Inventional Geometry by William George Spencer that is structured this way. The teacher has created a broader super-structure of problems, but leaves it largely to the student to do the majority of the work.

The Zeigarnik effect is the idea that open or pending tasks tend to occupy our short-term memory until they are done or our brain is otherwise convinced that they're "finished". This is why note taking can be valuable. By writing down small things, we can free up our short-term or working memories to focus or work on other potentially more important tasks. It is named for Soviet psychologist Bluma Zeigarnik.

The Zeigarnik effect is some of the value behind David Allen's "Getting Things Done" system. Writing down to do lists tricks our mind into freeing up space from things we need to take care of. If they're really important, we've got a list and can then take care of them. Meanwhile our working memories are freed up for other tasks.

Our natural associative memories make learning easier when we can associate a new piece of knowledge into our previously existing framework of knowledge and understanding.

Associative questions can help us to assume new knowledge. Try some of the following:

How does this new fact X fit into my conception of Y?

How can new phenomenon be explained by theory Z?

Is this new idea contradictory with this prior theory or do they complement and reinforce each other?

Is this new argument similar to that one? Is one subsumed into or abstracted by the other?

This sounds familiar, haven't I heard this before?

What does x mean for y?

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.

Brainstorming can be a miserable way to start a creative process. Without a pre-existing source of ideas (one's own notes) it can be the only place to start, but it suffers from being unreliable and having no objectivity. It is tremendously difficult to plumb the depths of one's memory for great ideas, questions, or interesting places to start an endeavor, but if you've been collecting these for ages, it becomes much easier to span a space and see tangential spaces.

Let's be honest that there are certainly methods for doing all of this within our brains and not needing to rely on external structures. This being said, using writing, literacy, and external structures does allow us to process things faster than before.

Can we calculate what the level of greater efficiency allows for doing this? What is the overall throughput difference in being able to forget and write? Not rely on communication with others? What does a back of the envelope calculation for this look like?

Melancholy Elephants.

The West African tradition of libation, or pour out of water, honors the deceased and holds the belief that saying people's names aloud keeps them alive.

Remembering and being able to more quickly recall prior contexts allows our thinking to build momentum.

Education has been moving farther away from memorization-based learning and instead prioritizing analysis and communication skills.

Zhao, S., Shibata, K., Hellyer, P. J., Trender, W., Manohar, S., Hampshire, A., & Husain, M. (2022). Rapid vigilance and episodic memory decrements in COVID-19 survivors. Brain Communications, 4(1), fcab295. https://doi.org/10.1093/braincomms/fcab295

A short, interesting essay with some useful quotes. Sadly much of it is derivative of many other sources I've read and studied, so this is a rather unenlightening little work for me. This piece and the popularity of the book from which it derives may have helped to popularize some of the ideas of memory going into the late 80s and early 90s however.

There are some interesting tidbits of the use of memory with respect to psychoanalysis into the 1900s with figures like Freud and Jung, but one would need to go deeper than the brief suggestions in the final paragraphs here.

In Notre-Dame de Paris (1831) Victor Hugo depicts a scholar holding his first printed book. He turns away from his manuscripts to look at the cathedral and says "This will kill that" (Ceci tuera cela). Similarly the printed book made it far less necessary to store one's knowledge into cathedrals of memory.

This is why active reading and studying are important. One can take notes and simply regurgitate them and seem wise, but having truly consumed and made a text one's own is the key.

This is somewhat similar to the criticism of the zettelkasten as seen in https://hyp.is/cqT1mG0sEeyMMRNCE79Ozw/takingnotenow.blogspot.com/2007/12/critique-of-zettelksten.html

One's note cards do not equal wisdom.

Alexander de Villedieu's Latin grammer Doctrinale from the 12th century was the standard work on the subject. Its 2,000 lines of doggerel were used as a mnemonic device because they were easier to remember. Famed publisher Aldus Manutius was appalled at their crude nature when he reprinted the book in 1501.

sola memoria et usu retinebant.

Daniel Boorstin indicated in 1984 that "'memory training' had become the butt of ridicule and a refuge of charlatans", a concept which had begun by the 1880s with people selling memory tricks and training to the point that the journal Science published an article by George S. Fellows exposing an expensive program by Antoine Loisette, which had been advertised in the New York Times with quotes by Mark Twain. #

The trend probably hit its peak when huckster and convicted fraudster Kevin Trudeau marketed audiocassette tapes of his "Mega Memory" course on late night infomercials until he was shut down by the Federal Trade Commission in the late 1990's.

That history had begun to shift with the rise of memory sports and competitions into the early 2000s and popularized by Tyler Foer's book Moonwalking with Einstein.

The Greeks gave Mnemosyne, a Titan and the goddess of memory a significant location within their culture as the daughter of Uranus (Heaven) and Gaea (Earth) and the mother of all the nine Muses.

The Lost Arts of Memory by Daniel J. Boorstin The Wilson Quarterly, Spring 1984 104-113

Pedagogical cultrues:

• cultures taught orally
• cultures taught to remember
• cultures taught to learn by rote
• cultures taught to forget

Is there a (linear) progression? How do they differ? How are they they same? Is there a 1-1 process that allows them to be equivalence classes?

•. (n.d.). Even Mild COVID Infections Can Have Lasting Impacts Like ‘Chemo Brain,’ Study Finds. NBC New York. Retrieved 12 January 2022, from https://www.nbcnewyork.com/news/coronavirus/even-mild-covid-infections-can-have-lasting-impacts-like-chemo-brain-study-finds/3489958/

Fernandez-Castaneda, A., Lu, P., Geraghty, A. C., Song, E., Lee, M.-H., Wood, J., Yalcin, B., Taylor, K. R., Dutton, S., Acosta-Alvarez, L., Ni, L., Contreras-Esquivel, D., Gehlhausen, J. R., Klein, J., Lucas, C., Mao, T., Silva, J., Pena-Hernandez, M., Tabachnikova, A., … Monje, M. (2022). Mild respiratory SARS-CoV-2 infection can cause multi-lineage cellular dysregulation and myelin loss in the brain (p. 2022.01.07.475453). https://doi.org/10.1101/2022.01.07.475453

Cory Doctorow calls his blog and its archives his "outboard brain".

https://takingnotenow.blogspot.com/2007/12/critique-of-zettelksten.html

archive: https://web.archive.org/web/20201021193157/https://takingnotenow.blogspot.com/2007/12/critique-of-zettelksten.html

Manfred Kuehn looks at Karl Kraus' criticism of the idea of a zettelkasten as a tool which can be misused.

Of course this begs the question of what one is using their index card catalog for? Are you using it as a rhetorical thinking and creation device or simply a second memory?

What we Remember by Manfred Kuehn https://takingnotenow.blogspot.com/2007/12/

archive: https://web.archive.org/web/20201021192005/https://takingnotenow.blogspot.com/2007/12/

Dutch psychologist Wilem Wagenaar conducted memory related experiments on recollecting what, where, who, and when for the most interesting experiences of his days. It turned out that the "What?" was most useful followed by where? and who?, but that "when?" was "useless in every instance".

p.116 of Stefan Klein, The Secret Pulse of Time: Making Sense of Life's Scarcest Commodity, Marlowe & Company, 2007, New York.

Despite this, timestamps might serve other functions within a note taking system. The might include conceiving of ideas, temporal order of ideas presented, etc.

Where is the research to back this up? I'm sure it exists.

I want to look at the original German for this sentence, particularly with respect to the translation of the phrase "secondary memory". Is the translation semantic or literal? Might the original German have been a more literal "second brain"?

Compare this to the one or two other examples of this sort of translation from the German.

I might posit that we've lost our cultural memories of those times.

What impact might this have on Lynne Kelly's thesis about memory in early societies with an imbalance of power?

https://blog.nationalmuseum.ch/en/2021/11/birth-of-the-gods/

https://www.landesmuseum.ch/en/exhibitions/temporary/2021/humans.-carved-in-stone/humans.-carved-in-stone

Worth delving into more deeply for additional sources and archaeological evidence.

http://www.diveintomark.link/2006/digg-users-are-dumber-than-goldfish

Users of some aggregation sites collectively forget prior articles and news and resubmit them at intervals. This may give rise to the colloquialism "goldfish effect".

I'm not completely sure I can agree with this. Perhaps I'm missing part of his point?

There is a quirky relationship here to the idea of a personbyte, the complete amount of information and knowledge a person can have. Even misty memories that a person can remember or be reminded of are part of this knowledge. Perfect recall isn't necessary as some things can potentially be reconstituted with some thought towards recreation of an idea.

Compare this with the idea of epic poetry and song of the Yugoslavian guslars. Some may be more artful than others, but at what point are they telling a new story?

28 Andreas M. Stübel, Exercitatio academica de excerptis adornandis (Leipzig, 1684), 33

Andreas M. Stübel, in Exercitatio academica de excerptis adornandis (Leipzig, 1684), becomes the first to of many to speak about the idea of "secondary memory".

I like this idea better than Tiago Forte's marketing term "second brain."

21 Hartlib Papers 29/2/49A, Ephemerides 1634, Part 5 (italics added).

20 Johannes Sturm[ius], Linguae Latinae resolvendae ratio (Strasburg, 1581), 51: ‘Scire enim ubi possis invenire, quae memoriae non mandas, satis est’ (italics added).

During the 16th century there was a transition in educational centers from using the natural and artificial memories to the methodical use of notebooks and commonplace books as a secondary memory saved by means of writing.

This allows people in some sense to "forget" what they've read and learned and be surprised by it again later. They allow themselves to create liminal memories which may be refreshed and brought to the center later. Perhaps there is also some benefit in this liminal memory for allowing ideas to steep on the periphery before using them. Perhaps combinatorial creativity happens unconsciously?

Cross reference: learning research by Barbara Oakley and Terry Sejnowski.

much as prisoners escape from jails without guards.17 16 Drexel, Aurifodina, 258 17 Drexel, Aurifodina, 3–4.

Jeremias Drexel (1581 – 1638) recommended against the method of loci during the explosion of information in the late 16th and early 17th centuries.

Add Drexel to the list of reformers against the ars memoria in the early 1600s.)

While dealing with the information overload, educators may have inadvertently thrown out the baby with the bath water. While information still tends to increase and have increased complexity, some areas also show compression and concatenation and new theories subsume old information into their models. This means that one might know and understand Einstein which means that memorizing Newton's work is no longer needed at some point. Where should one draw the line of memorization for subsuming the knowledge of their culture? Aren't both old and new methods for memory usable? Keep the ars memoria while also using written methods.

Another reason for the downfall of older Western memory traditions is the increased emphasis and focus on the use of commonplaces and commonplace books in the late 1400s onward.

Cross reference the popularity of manuals by Erasmus, Agricola, and Melanchthon.

Following the invention of moveable type, the information overload created in the two centuries between 1550 and 1750, placed a major burden and impatience, particularly on academic scholars, on the use of the ancient arts of memory based on the use of imagination. In addition to the education reforms by those like Peter Ramus, this may have been a major motivating factor for forgetting this prior tradition of knowledge acquisition and management.

What is one to do when there's seemingly "too much to memorize"?

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

Tibetan literature seems to exhibit strong signs of a prior oral tradition despite having the technology of literacy. Tibetan scholars have memorized huge amounts of literature, but when written down it can vary slightly from other versions.

Adamo, S., Michler, J., Zurbuchen, Y., Cervia, C., Taeschler, P., Raeber, M. E., Sain, S. B., Nilsson, J., Moor, A. E., & Boyman, O. (2021). Signature of long-lived memory CD8+ T cells in acute SARS-CoV-2 infection. Nature, 1–9. https://doi.org/10.1038/s41586-021-04280-x

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

binary operation 的两个操作数可以是 memory location 吗？

unary 的操作数可以是什么？

local variables 通过会存在哪里，为什么？

memory reference 属于那种 register 类型？

Wagner, U., & Echterhoff, G. (2021). Socially induced false memories in the absence of misinformation. PsyArXiv. https://doi.org/10.31234/osf.io/f8eyr

Sounds somewhat akin to Hidalgo's thesis of the personbyte in ever growing groups.

This seems a lot like the same longevity questions that the Internet Archive and IndieWeb are working on or the @RJI's Dodging the Memory Hole conference for born digital news.

https://scholarlykitchen.sspnet.org/2021/11/17/guest-post-seeking-feedback-on-a-model-digital-preservation-policy-a-project-of-the-nasig-digital-preservation-committee/

I've not seen it argued elsewhere (yet), but I would make a case that the majority of drolleries weren't so much comment on themes in text as that they were loci placed into the books at either intervals or in particular locations as part of the practice of the art of memory. They act as signposts to which the reader can more easily memorize portions of books by attaching the ideas on those pages to the dramatic and absurd images painted into them as suggested by Rhetorica ad Herennium (https://www.loebclassics.com/view/LCL403/1954/volume.xml).

Cross reference: The Art of Memory by Frances A. Yates (University of Chicago, 1966).for the historical practice of memory in the West, though she doesn't mention drolleries at all.

cc: @remikalir

http://www.lynnekelly.com.au/?p=5024

This passage reminds me of a conversation on 2021-11-16 at Liquid Margins with Will T. Monroe (@willtmonroe) about using Sönke Ahrens' book Smart Notes and Hypothes.is as a structure for getting groups of people (compared to Ahrens' focus on a single person) to do collection, curation, and creation of open education resources (OER).

Here Jeffrey Todd Knight sounds like he's looking at it from the perspective of one (or maybe two) creators in conjunction (curator and binder/publisher) while I'm thinking about expanding behond

This sort of pattern can also be seen in Mortimer J. Adler's group zettelkasten used to create The Great Books of the Western World series as well in larger wiki-based efforts like Wikipedia, so it's not new, but the question is how a teacher (or other leader) can help to better organize a community of creators around making larger works from smaller pieces. Robin DeRosa's example of using OER in the classroom is another example, but there, the process sounded much more difficult and manual.

This is the sort of piece that Vannevar Bush completely missed as a mode of creation and research in his conceptualization of the Memex. Perhaps we need the "Inventiex" as a mode of larger group means of "inventio" using these methods in a digital setting?

How did my participants talk about absented place? There is a connection between land custodianship and the overall gentrification of the city. (Perhaps this is a stretch, bu certainly something to consider).

深度网络训练中的显存开销主要是哪些？

ZeRO-DP 的原理是什么？

How can these modern translations and related translations be compared and contrasted to the original passage of the stories in their original bardic traditions?

Cross reference the orality work of Milman Parry, et al.

Related to the idea of putting oneself into another ideas' shoes discussed a bit in Annie Murphy Paul's book The Extended Mind.

So the big secret then is, how did he know that this note here exists? How could he remember that this existing note was relevant to the new one he was writing? A mystery we haven't solved yet.

I'm surprised to see/hear this!

How did Niklas Luhmann cross link his notes? Apparently researchers don't quite know, but I'd suggest that in working with them diligently over time, he'd have a reasonable internal idea from memory in addition to working with his indices and his outline cards.

The cards in some sense form a physical path through which he regularly traverses, so he's making a physical memory palace (or songline) out of index cards.

Even early in the history of note taking treatises Jeremias Drexel acknowledges the idea that good note taking, and particularly excerpting, takes work.

Modern students seem to have now lost both the ars memoria as well as the note taking arts which helped supplant it. We really need to be able to regain both of these traditions, but it will obviously take commitment to do the work.

Jeremias Drexel is certainly a writer who complains about the work of the ars memoria, particularly for long term memory and supplants it with writing/note taking.

On Erasmus’s preference for “study, order and care” over places and images, see Erasmus,De ratione studii(1512), quoted in Yates,The Art of Memory,p. 127

What other pedagogues were hostile to memory?

This is another point in the decline of memory traditions from the 1500s onward.

What effect did cheaper books and paper have on this decline?

Keep in mind that Erasmus had written a treatise on commonplacing which was also a point in the history of note taking though Blair doesn't acknowledge his contributions in her list here. Also Agricola and Melanchthon

Ann Blair indicates that stenography was only developed for German in 1834.

Is there a reference for this? When was it developed for other languages? How does this fit in with the timeline for memory and the major system?

However from examples in oral cultures we know that there are other mnemonic traditions which allow the preservation of knowledge.

cross-reference: Lynne Kelly, Knowledge and Power

pyrus scroll and the sheet of parchment.

Which others is she missing from a mnemonics perspective? I'm impressed that she indicates the khipu, but there are certainly other indigenous methods from oral cultures.

Notes allow us to forget, but they're also a foothold for future memorization.

What is the source of Montaigne calling notes "paper memory"?

The style is dramatically different, but this easily could appear in pieces on zettelkasten today.

A surprising number of references to connecting ideas and knowledge...

Generally good advice, but some people in modern times take this too far. Perhaps we ought to memorize more that could be useful in our everyday lives.

This whole section looks the most interesting and promising to me: reading, memory, and notes!

I'll likely read these first and at best skim the rest depending on content.

There's a new book out that touches extending the mind beyond the body that gives an overview of the past decade or so of psychology and neuroscience in the areas of thinking and memory.

https://amzn.to/3CqeO1X

I've seen several references to it in my reading over the past few months, but this review in particular put it over the edge for me to read: https://finiteeyes.net/pedagogy/extending-the-mind/. Here are my notes on it for those interested in quick highlights.

Those interested in the overlap of psychology and memory will likely appreciate some of the researched mind hacks which are mentioned. I have a feeling those interested in education and pedagogy will also appreciate it. Some of the reviews and discussions remind me of @LynneKelly's work with students in Australia though I suspect that Paul is writing here from a very western-centric point of view. In particular I'm curious about the sections on thinking with movement/gesture, walking, and using one's surroundings/natural spaces/built spaces which I suspect will have some familiar overlaps with songlines and memory palaces.

The Bruniquel cave, in southwest France, is believed to be a Neanderthal dwelling 100,000 years before humans in Europe. Stalagmites in the cave may have been arranged as walls, and possibly as a fireplace. Charred bone found in the walls date to 175,000 years ago.

This cave is apparently fairly deep. Cross reference this with deep cave fires and asphyxiation research.

• Article: https://www.theguardian.com/science/2016/may/25/neanderthals-built-mysterious-cave-structures-175000-years-ago
• Related journal article: http://nature.com/articles/doi:10.1038/nature18291

Is it possible that such a place was used as a memory palace? Being secluded away and the play of fire inside would certainly fit some of Lynne Kelly's criteria from Knowledge and Power in Prehistoric Societies. More evidence would be needed however.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>LynneKelly </span> in "Ancient Australian Aboriginal Memory Tool Superior to ‘Memory Palace’ Learning" - Neuroscience, Psychology, and Health - Art of Memory Forum (<time class='dt-published'>10/19/2021 09:26:03</time>)</cite></small>

I don’t think the methods were worked out as much as evolved with the human brain. I suspect those who started using mnemonics survived and bred better than those who didn’t.

I have been pointed to this discovery of a Neanderthal cave many times, with archaeologists suggesting to me that it points to Neanderthal use of a memory palace. It would need more evidence to be convincing, but that would go back a very long time.

https://web.archive.org/web/20210323175407/https://www.pmemory.com/

This memory courses' website seems to have gone down sometime in the past six months or so. Fortunately I'd gotten a copy of most (?) of their system before it went down. I'm adding it to my list of systems to take a look at.

It generally went by PMemory and in some cases by Ruslan M Phenomenal Memory (GMS). See also: https://brainlearns.com/courses/ruslan-m-phenomenal-memory-gms/

I've had this same suspicion for a while. Might be interesting to try to collect some evidence to support it.

Interesting article to read and build evidence as Kelly suggests.

These may be worth looking into.

Lynne Kelly's excellent book Memory Craft (Pegasus, 2020) has 6 pages of Appendix A which lists 31 memory methods along with examples, what they might be used for, and references to where they're described in the book. It's one of the most comprehensive lists I've seen to date and in particular covers a variety of methods used by indigenous cultures which aren't discussed in many other (Western focused) texts.

I just bookmarked this article published today in Current Biology for later reading and annotation. While the article isn't specifically focused on memory, the fact that it touches on visual structures, emotion, music, and movement (dance) which are core to some peoples' memory toolkits, I thought that many here would find it to be of interest.

One of the authors provided the following tl;dr synopsis:

"Across the world, people express emotion through music and dance. But why do music and dance go together?

We tested a deceptively simple hypothesis: Music and movement are represented the same way in the brain."

• Article: Visual and auditory brain areas share a representational structure that supports emotion perception01283-5) (Current Biology, 2021)
• Preprint: https://www.biorxiv.org/content/10.1101/254961v4

For those who haven't integrated song or dance into their practices, searching around for the idea of songlines will give you some background on their possible uses.

cc: @LynneKelly

Visual and auditory brain areas share a representational structure that supports emotion perception https://www.cell.com/current-biology/fulltext/S0960-9822(21)01283-5

This portends some interesting results with relation to mnemonics and particularly songlines and indigenous peoples' practices which integrate song, movement, and emotion.

Preprint: https://www.biorxiv.org/content/10.1101/254961v4

Across the world, people express emotion through music and dance. But why do music and dance go together? <br><br>We tested a deceptively simple hypothesis: Music and movement are represented the same way in the brain.

— Beau Sievers (@beausievers) October 12, 2021

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Beau Sievers </span> in "New work published today in Current Biology Visual and auditory brain areas share a representational structure that supports emotion perception With @ThaliaWheatley @k_v_n_l @parkinsoncm @sergeyfogelson (thread after coffee!) https://t.co/AURqH9kNLb https://t.co/ro4o4oEwk5" / Twitter (<time class='dt-published'>10/12/2021 09:26:10</time>)</cite></small>

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

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

Blomberg, B., Mohn, K. G.-I., Brokstad, K. A., Zhou, F., Linchausen, D. W., Hansen, B.-A., Lartey, S., Onyango, T. B., Kuwelker, K., Sævik, M., Bartsch, H., Tøndel, C., Kittang, B. R., Cox, R. J., & Langeland, N. (2021). Long COVID in a prospective cohort of home-isolated patients. Nature Medicine, 1–7. https://doi.org/10.1038/s41591-021-01433-3

Divergent trajectories of antiviral memory after SARS-Cov-2 infection. (2021, June 15). https://doi.org/10.21203/rs.3.rs-612205/v1

https://www.youtube.com/watch?v=578JJeLN9Kw

Short and basic... nothing new to me, but clever intro.

I love the phrase mind garden here. It almost feels to me like a portmanteau concept that ties together the ideas of mind (or memory) palace and digital garden.

Pluviano, S., Watt, C., & Della Sala, S. (2017). Misinformation lingers in memory: Failure of three pro-vaccination strategies. PLoS ONE, 12(7), e0181640. https://doi.org/10.1371/journal.pone.0181640

Some interesting finds Josh.

Related to some of the bullet journal (aka BuJo) and journaling space you will eventually come across the idea of "morning pages" which is a technique where you spend a block of time (usually in the morning, but ideally just before you want to do your creative thinking work) where you write for a set amount of time or number of pages. The goal of this method (and to some extent bullet journaling) is to clear the cruft and extraneous details out of your head to be able to better prioritize and focus on your creative work. There's a relatively large group of people doing this as a technique, so even knowing the phrase can help one to find the literature.

Tangentially related to this and memory (via our old friend rhetoric), I've been doing some significant research into the commonplace book tradition and general note taking with an eye towards knowledge acquisition, creation, and spaced repetition systems. This has led into research into the areas of the zettelkasten, digital note taking, digital gardens and the like. All fascinating areas which overlap memory via rhetoric. I suspect that many mnemonists in the Renaissance used commonplace books as physical written memory palaces, though I've yet to find anything in my research that directly links them other than the relationship they have in the long tradition of rhetoric in Western culture. Since you mention music and writing lyrics, I recently noted that Eminem has a commonplace technique which he calls "stacking ammo" by which he compiles ideas for his lyrics. His method is certainly less structured than a traditional commonplace book, but the overall form traces back to our friends Aristotle, Cicero, and Quintilian.

If you delve into some of the Bullet Journal and journaling literature you'll find a subculture of people (YouTube has hundreds of people with entire channels dedicated to the topic) who write into their daily/weekly planners and decorate them with stickers, washi tape, photos, calligraphy, drawings, etc. I've called some of this "productivity porn" before, but if you search commonplace book on Instagram or Pinterest you'll find examples of people whose journals and notes are becoming physical memory palaces where the visuals are likely helping them remember portions of their lives or what they're writing. The stickers and images to some extent are serving the purpose of drolleries seen in Medieval manuscripts as mnemonic devices.

And finally, tangentially related to all of this is another interesting sub-genre of memory and note taking called sketchnotes which combines active listening, writing, and drawing into a mnemonic related note taking activity. I'm actually a bit surprised to find so little on the technique here on the forum. Searching for sketchnotes on social media will provide lots of examples and there are many "What are sketchnotes" short videos on YouTube that will give you an idea of what's going on. Many of these talk about a memory component, but not being mired into the sub-topic of rhetoric, they're usually not using the same framings we would (here on the forum), though the effects one might expect are the same.

Some related richer resources for these areas, to help people from going down the rabbit hole within the performative social media spaces:

• How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking–for Students, Academics and Nonfiction Book Writers by Sönke Ahrens
  • This touches on note taking within a zettelkasten framing, but is also applicable to the commonplace book tradition
• Sketchnote Handbook, The: the illustrated guide to visual note taking by Mike Rohde
  • This is one of the bibles in the space and gives a solid overview of what, why, how, etc.
• A Brief History & Ethos of the Digital Garden by Maggie Appleton

https://www.youtube.com/watch?v=ewsGmhAjjjI

https://www.youtube.com/watch?v=Xa84hA3OsHU

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Josh Cohen</span> in Aphantasia Video: Living without Mental Imagery (Wired) - Neuroscience, Psychology, and Health - Art of Memory Forum (<time class='dt-published'>09/19/2021 21:25:12</time>)</cite></small>

Mnemonist and prolific memory researcher/writer Lynne Kelly also describes herself as having aphantasia and indicates that it isn't a problem for her either. She's described some of her experiences here: https://www.lynnekelly.com.au/?page_id=4236

Intriguing reference of a book as a memory palace here.

The verso/recto and top/middle/bottom is a piece of digital books that I do miss from the physical versions as it serves as a mnemonic journey for me to be able to remember what was where.

I wonder if Ian Bogost uses the method of loci?

Can we, like Shepherds, tell a merry Tale? Stephen Duck, The Thresher's Tale (poem)

There's a link here to shepherds and a bardic tradition. In some sense, shepherds have lots of time to kill during the day and thus potentially tell stories. But they're also moving around their environment which also makes it easier for them to have used songline-like methods for attaching their memories to their environment.

How far back might this tradition go in our literate culture?

I also wonder at the influence of time on oral traditions as the result of this. Lynne Kelly describes calendrical devices in a variety of indigenous settings in Knowledge and Power in Prehistoric Societies for potential use in annual spaced repetition. What about the spaced repetition within daily cycles of regular work as described in this paper with respect to shepherds, fishing communities, and crofting?

The daily cycle of life may have been a part of the spaced repetition for memory.

How might we show this?

A quick example that comes to mind is the French children's song Alouette, Gentille Alouette which details how one kills, cleans, and dresses a chicken for cooking.

https://www.youtube.com/watch?v=rhgwIhB58PA

Learning styles have been debunked.

Learning styles: V.A.R.K. model originated by Neil Flemiing stands for:

• visual
• auditory
• reading/writing
• kinesthetic

References:

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119. — https://ve42.co/Pashler2008

Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271. — https://ve42.co/Willingham

Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?. Learning and Individual Differences, 16(4), 321-335. — https://ve42.co/Massa2006

Riener, C., & Willingham, D. (2010). The myth of learning styles. Change: The magazine of higher learning, 42(5), 32-35.— https://ve42.co/Riener2010

Husmann, P. R., & O'Loughlin, V. D. (2019). Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students’ study strategies, class performance, and reported VARK learning styles. Anatomical sciences education, 12(1), 6-19. — https://ve42.co/Husmann2019

Snider, V. E., & Roehl, R. (2007). Teachers’ beliefs about pedagogy and related issues. Psychology in the Schools, 44, 873–886. doi:10.1002/pits.20272 — https://ve42.co/Snider2007

Fleming, N., & Baume, D. (2006). Learning Styles Again: VARKing up the right tree!. Educational developments, 7(4), 4. — https://ve42.co/Fleming2006

Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of educational psychology, 107(1), 64. — https://ve42.co/Rogowskyetal

Coffield, Frank; Moseley, David; Hall, Elaine; Ecclestone, Kathryn (2004). — https://ve42.co/Coffield2004

Furey, W. (2020). THE STUBBORN MYTH OF LEARNING STYLES. Education Next, 20(3), 8-13. — https://ve42.co/Furey2020

Dunn, R., Beaudry, J. S., & Klavas, A. (2002). Survey of research on learning styles. California Journal of Science Education II (2). — https://ve42.co/Dunn2002