Summary

1. 📚 Second Edition Overview: This is the second, revised and expanded edition of the book. The first edition was titled "Como Fazer Anotações Inteligentes. Uma Técnica Simples para Impulsionar a Escrita, Aprendizado e Pensamento - para Estudantes, Acadêmicos e Escritores de Livros de Não Ficção".

2. 🖋️ Key Focus: The book emphasizes the importance of organizing ideas and notes for effective writing. It's a guide for students, academics, and knowledge professionals to enhance their writing, learning, and long-term knowledge retention.

3. 🧠 Smart Notes Methodology: It introduces the concept of Smart Notes, based on psychological insights and the proven Zettelkasten note-taking technique, offering a comprehensive guide in English for the first time.

4. 🎯 Target Audience: The book is particularly useful for students and academics in social sciences and humanities, non-fiction writers, and anyone engaged in reading, thinking, and writing.

5. ⏳ Time Efficiency: Focuses on saving time spent searching for notes, quotes, or references, allowing more time for thinking, understanding, and developing new ideas in writing.

6. 👤 Author's Background: Written by Dr. Sönke Ahrens, a writer and researcher in education and social sciences, known for the award-winning book "Experimento e Exploração: Formas de Revelação do Mundo" (Springer).

7. 🌍 Global Reach: Since its initial release, "Como Fazer Anotações Inteligentes" has sold over 10,000 copies and has been translated into seven languages.

One wonders if Lipton kept or filed his questions or perhaps even reused some of the interesting generic ones the way he reused the questions he credited to Bernard Pivot?

Being born in 1926, he was certainly closer to the index card generation.

reply to u/SnooPandas3432 at https://www.reddit.com/r/Zettelkasten/comments/158tzk7/zettelkasten_on_a_ring_binder_with_looseleaf_paper/

She didn't specify a particular dimension, but I recall that Beatrice Webb used larger sheets of paper than traditional index-card sized slips in her practice and likely filed them into something akin to hanging files in a filing cabinet.

For students, I might suggest using the larger sheets/3-ring binder to make Cornell notes for coursework and then later distilling down one or two of the best ideas from a lecture or related readings into index card form for filing away over time. You could then have a repository of bigger formatted literature notes from books/lectures with more space and still have all the benefits of a more traditional card-based zettelkasten for creativity and writing. You could then have the benefit of questions for spaced repetition for quizzes/tests, while still keeping bigger ideas for writing papers or future research needs.

The Pelman School of Memory Training, 1635 Masonic Temple, Chicago.<br /> LONDON , 4 Bloomsbury St., W.C.; <br /> PARIS, Avenuede Nenilly, 109 ;<br /> MUNICH , Mozartstrasse, 9; <br /> MELBOURNE, G.P.O, Box 1635

p 89 There's a Dickson School of Memory selling a Dickson Method.

The interface of Wordcraft sounds like some of that interface that note takers and thinkers in the tools for thought space would appreciate in their

Rather than pairing it with artificial intelligence and prompts for specific writing tasks, one might pair tools for though interfaces with specific thinking tasks related to elaboration and continuation. Examples of these might be gleaned from lists like Project Zero's thinking routines: https://pz.harvard.edu/thinking-routines

What are the goals of the prioritization process?

One of the issues we see in the Sunday morning news analysis shows (Meet the Press, Face the Nation, et al.) is that there is usually a large amount of context collapse mixed with lack of general knowledge about the topics at hand compounded with large doses of Gish Gallop and F.U.D. (fear, uncertainty, and doubt).

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

So much to unpack here.

Similar to experiments I've seen by Henry James Korn (esp. The Pontoon Manifesto), John Irwin, etc.

Similarities to means of forcing Llullan combinatorial creativity, but in alternate form.

• Denature
• Annealing primer
• Synthesize new DNA with polymerase

• High speed
• Extreme sensitivity

Would you like to speed up the performance of your product?

With innovative and fast electric equipment, designers and engineers can speed up the product. Not only this, you need a high speed PCB run faster.

Read the blog further to understand the rules and challenges of high-speed PCB design.

The typical student note taking method of transcribing, using (or often not using at all), and keeping notes is doomed to failure.

Many students make the mistake of not making their own actual notes. By this I don't mean they're not writing information down. In fact many are writing information down, but we can't really call these notes. Notes by definition ought to transform something seen or heard into one's own words. Without the transformation, these students think that they're taking notes, but in reality they're focusing their efforts on being transcriptionists. They're attempting to capture something for later consumption. This is a deadly trap! By only transcribing, they're not taking advantage of transforming information by putting ideas down in their own words to test their understanding. Often worse, even if they do transcribe notes, they don't revisit them. If they do revisit them, they're simply re-reading them and not actively working with them. Only re-reading them will lead to the illusion that they're learning something when in fact they're falling into the mere-exposure effect.

Students who are acting as transcriptionists would be better off simply reading a textbook and taking notes directly from that.

A note that isn't revisited or revised, may as well be a note not taken. If we were to consider a spectrum of useful, valuable, and worthwhile notes, these notes would be at the lowest end of the spectrum.

link to: https://hypothes.is/a/QgkL6IkIEeym7OeN9v9New

Active learning is a pedagogical structure whereby a teacher presents a problem to a group of students and has them (usually in smaller groups) collectively work on the solutions together. By talking and arguing amongst themselves they actively learn together not only how to approach problems, but to come up with their own solutions. Teachers can then show the correct answer, discuss why it was right and explain how the alternate approaches may have gone wrong. Research indicates that this approach helps provide a deeper understanding of the materials presented this way, that students score higher on exams and are less likely to either fail or drop out of these courses.

Active learning sounds very similar to the sorts of approaches found in flipped classrooms. Is the overlap between the two approaches the same, or are there parts of the Venn diagrams of the two that differ, and, if so, how do they differ? Which portions are more beneficial?

Does this sort of active learning approach also help to guard against "group think" as the result of comparing solutions from various groups? How might this be applied to democracy? Would separate versions of committees that then convene to compare notes and come up with solutions improve the quality of solutions?

Learning has been shown to be linked to engagement with peers in social situations over guidance from faculty mentors.

Cross reference: David F. Feldon et al., “Postdocs’ Lab Engagement Predicts Trajectories of PhD Students’ Skill Development,” Proceedings of the National Academy of Sciences 116 (October 2019): 20910–16

Are there areas where this is not the case? Are there areas where this is more the case than not?

Is it our evolution as social animals that has heightened this effect? How could this be shown? (Link this to prior note about social evolution.)

Is it the ability to scaffold out questions and answers and find their way by slowly building up experience with each other that facilitates this effect?

Could this effect be seen in annotating texts as well? If one's annotations become a conversation with the author, is there a learning benefit even when the author can't respond? By trying out writing about one's understanding of a text and seeing where the gaps are and then revisiting the text to fill them in, do we gain this same sort of peer engagement? How can we encourage students to ask questions to the author and/or themselves in the margins? How can we encourage them to further think about and explore these questions? Answer these questions over time?

A key part of the solution is not just writing the annotations down in the first place, but keeping them, reviewing over them, linking them together, revisiting them and slowly providing answers and building solutions for both themselves and, by writing them down, hopefully for others as well.

Exaggerating the features of people and objects in systematic ways helps people to more easily assimilate both knowledge about them as well as the ability to distinguish between them in an effect which psychologists call the "caricature advantage."

Link this to using caricature as a mnemonic technique for strengthening one's memory of objects and people.

Elizabeth Filips has digital versions of medical school notes online. She's drawn them (in software) by hand with color and occasional doodles in them (there's an image of Einstein's head with an E=mc^2 under it on one page) which makes them more memorable for having made them in the first place, but with the color and the pictures, they act as a memory palace.

I've found no evidence (yet) that she's using direct mnemonics or that she's been specifically trained in the method of loci or other techniques. This doesn't, however, mean that she's not tangentially using them without knowing about them explicitly.

One would suspect that this sort of evolutionary movement towards such techniques would have been how they evolved in the first place.

The presence of a chimerical animal is a potential indicator of mnemonic techniques at work in Phoenician culture.

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.

Gestural mnemonic associations work on three levels: auditory associations, visual associations, and proprioceptive associations.

movement and gesture as a mnemonic device

—Susan Goldin-Meadow

Can teachers encourage gesture as a means of helping their students learn? How might this be done?

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.

What methods of studying actually make us learn something versus make us feel as if we've learned something?

Active reading, progressive summarization may be on this list while highlighting and underlining might not. Or perhaps there's a spectrum of poor to good, and if this is the case, what does it look like? Is it the same for everyone or are factors like neurodivergence part of the equation which might change this spectrum of learning methods and techniques?

https://www.latimes.com/california/story/2022-02-09/riverside-sohcahtoa-teacher-viral-video-mocked-native-americans-fired

Riverside teacher who dressed up and mocked Native Americans for a trigonometry lesson involving a mnemonic using SOH CAH TOA in Riverside, CA is fired.

There is a right way to teach mnemonic techniques and a wrong way. This one took the advice to be big and provocative went way overboard. The children are unlikely to forget the many lessons (particularly the social one) contained here.

It's unfortunate that this could have potentially been a chance to bring indigenous memory methods into a classroom for a far better pedagogical and cultural outcome. Sad that the methods are so widely unknown that media missed a good teaching moment here.

referenced video:

https://www.youtube.com/watch?v=Bu4fulKVv2c

A snippet at the end of the video has the teacher talking to rocks and a "rock god", but it's extremely unlikely that she was doing so using indigenous methods or for indigenous reasons.

read: 7:00 AM

The use of mnemonic techniques through history have been crystalized into our language with phrases like "in the first place" and "passing on to the next point".

http://countryoftheblind.blogspot.com/2012/01/mnemonics-for-pronouncing-chinese.html

The Marilyn method is a means of creating associated characters and places to sounds/tones in Chinese for memorizing kanji.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Lynne Kelly</span> in Foreign Languages – a call for opinions – Lynne Kelly (<time class='dt-published'>11/22/2021 12:44:51</time>)</cite></small>

Over the years in academic settings I've picked up pieces of Spanish, French, Latin and a few odd and ends of other languages.

Six years ago we put our daughter into a dual immersion Japanese program (in the United States) and it has changed some of my view of how we teach and learn languages, a process which is also affected by my slowly picking up conversational Welsh using the method at https://www.saysomethingin.com/ over the past year and change, a hobby which I wish I had more targeted time for.

Children learn language through a process of contextual use and osmosis which is much more difficult for adults. I've found that the slowly guided method used by SSiW is fairly close to this method, but is much more targeted. They'll say a few words in the target language and give their English equivalents, then they'll provide phrases and eventually sentences in English and give you a few seconds to form them into the target language with the expectation that you try to say at least something, or pause the program to do your best. It's okay if you mess up even repeatedly, they'll say the correct phrase/sentence two times after which you'll repeat it again thus giving you three tries at it. They'll also repeat bits from one lesson to the next, so you'll eventually get it, the key is not to worry too much about perfection.

Things slowly build using this method, but in even about 10 thirty minute lessons, you'll have a pretty strong grasp of fluent conversational Welsh equivalent to a year or two of college level coursework. Your work on this is best supplemented with interacting with native speakers and/or watching television or reading in the target language as much as you're able to.

For those who haven't experienced it before I'd recommend trying out the method at https://www.saysomethingin.com/welsh/course1/intro to hear it firsthand.

The experience will give your brain a heavy work out and you'll feel mentally tired after thirty minutes of work, but it does seem to be incredibly effective. A side benefit is that over time you'll also build up a "gut feeling" about what to say and how without realizing it. This is something that's incredibly hard to get in most university-based or book-based language courses.

This method will give you quicker grammar acquisition and you'll speak more like a native, but your vocabulary acquisition will tend to be slower and you don't get any writing or spelling practice. This can be offset with targeted memory techniques and spaced repetition/flashcards or apps like Duolingo that may help supplement one's work.

I like some of the suggestions made in Lynne's post as I've been pecking away at bits of Japanese over time myself. There's definitely an interesting structure to what's going on, especially with respect to the kana and there are many similarities to what is happening in Japanese to the Chinese that she's studying. I'm also approaching it from a more traditional university/book-based perspective, but if folks have seen or heard of a SSiW repetition method, I'd love to hear about it.

Hopefully helpful by comparison, I'll mention a few resources I've found for Japanese that I've researched on setting out a similar path that Lynne seems to be moving.

Japanese has two different, but related alphabets and using an app like Duolingo with regular practice over less than a week will give one enough experience that trying to use traditional memory techniques may end up wasting more time than saving, especially if one expects to be practicing regularly in both the near and the long term. If you're learning without the expectation of actively speaking, writing, or practicing the language from time to time, then wholesale mnemotechniques may be the easier path, but who really wants to learn a language like this?

The tougher portion of Japanese may come in memorizing the thousands of kanji which can have subtly different meanings. It helps to know that there are a limited set of specific radicals with a reasonably delineable structure of increasing complexity of strokes and stroke order.

The best visualization I've found for this fact is the Complete Listing of the 214 Radicals and Major Variations from An Introduction to Japanese Kanji Calligraphy by Kunii Takezaki (Tuttle, 2005) which I copy below:

(Feel free to right click and view the image in another tab or download it and view it full size to see more detail.)

I've not seen such a chart in any of the dozens of other books I've come across. The numbered structure of increasing complexity of strokes here would certainly suggest an easier to build memory palace or songline.

I love this particular text as it provides an excellent overview of what is structurally happening in Japanese with lots of tidbits that are otherwise much harder won in reading other books.

There are many kanji books with various forms of what I would call very low level mnemonic aids. I've not found one written or structured by what I would consider a professional mnemonist. One of the best structured ones I've seen is A Guide to Remembering Japanese Characters by Kenneth G. Henshall (Tuttle, 1988). It's got some great introductory material and then a numbered list of kanji which would suggest the creation of a quite long memory palace/journey/songline.

Each numbered Kanji has most of the relevant data and readings, but provides some description about how the kanji relates or links to other words of similar shapes/meanings and provides a mnemonic hint to make placing it in one's palace a bit easier. Below is an example of the sixth which will give an idea as to the overall structure.

I haven't gotten very far into it yet, but I'd found an online app called WaniKani for Japanese that has some mnemonic suggestions and built-in spaced repetition that looks incredibly promising for taking small radicals and building them up into more easily remembered complex kanji.

I suspect that there are likely similar sources for these couple of books and apps for Chinese that may help provide a logical overall structuring which will make it easier to apply or adapt one's favorite mnemotechniques to make the bulk vocabulary memorization easier.

The last thing I'll mention I've found, that's good for practicing writing by hand as well as spaced repetition is a Kanji notebook frequently used by native Japanese speaking children as they're learning the levels of kanji in each grade. It's non-obvious to the English speaker, and took me a bit to puzzle out and track down a commercially printed one, even with a child in a classroom that was using a handmade version. The notebook (left to right and top to bottom) has sections for writing a big example of the learned kanji; spaces for the "Kun" and "On" readings; spaces for the number of strokes and the radical pieces; a section for writing out the stroke order as it builds up gradually; practice boxes for repeated practice of writing the whole kanji; examples of how to use the kanji in context; and finally space for the student to compose their own practice sentences using the new kanji.

Regular use and practice with these can be quite helpful for moving toward mastery.

I also can't emphasize enough that regularly and actively watching, listening, reading, and speaking in the target language with materials that one finds interesting is incredibly valuable. As an example, one of the first things I did for Welsh was to find a streaming television and radio that I want to to watch/listen to on a regular basis has been helpful. Regular motivation and encouragement is key.

I won't go into them in depth and will leave them to speak for themselves, but two of the more intriguing videos I've watched on language acquisition which resonate with some of my experiences are:

• https://www.youtube.com/watch?v=d0yGdNEWdn0
• https://www.youtube.com/watch?v=Ox6MdRTc0yE

It dawns on me that in some sense small illustrations and images in a mnemonic like manner are what Dave Winer is doing on his blog.

Why might Erasmus have doubted its efficacy? Did he use it? Attempt to? Did he have some sort of cognitive defect that may have made it difficult/impossible for him in particular?

I've not often seen (yet?) suggestions of using bestiaries as mnemonic techniques, but here's one in Charles Butler's Oratoriae Libri Duo.

What other sources used them this way before or after?

To be clear I'm aware of their use for such, but just haven't read much about them in this period for this particular purpose in these settings.

The use of [[visual homophony]] as a [[mnemonic techniques]].

I definitely use reason as a memory technique this way.

jsonb_typeof

Mnemonic sentences for the number e.

Didn't work for me because it was actually a .coffee file.

So I tried something similar with this:

main > Dir["*/assets/javascripts/**/*.coffee"].each { |file_name| puts "\n#{file_name}"; Sprockets::CoffeeScriptProcessor.(filename: file_name, data: File.read(file_name), cache: {}); }

app/assets/javascripts/bootstrapped.js.coffee
NoMethodError: undefined method `config' for nil:NilClass
from /home/tyler/.gem/ruby/2.7.1/gems/sprockets-4.0.2/lib/sprockets/source_map_utils.rb:40:in `format_source_map'

but it wasn't as trivial to provide the necessary environment that Sprockets wants.

But that's okay, when better_errors paused on the exception, I just jumped to the

block in Sprockets::CoffeeScriptProcessor.call
sprockets (4.0.2) lib/sprockets/coffee_script_processor.rb, line 24

frame and evaluated

input[:filename]

to figure out which file had failed.

Obviously this information should be part of the error message itself though!!

Cross reference this with the retranslation of the Temple by In the Footsteps of King David.

The real (open) question is did this memory tradition date back to the time of David, or was it applied (or reapplied) by classical scholars after the first century? Was it transmitted in oral tradition until put back into writing in the new millenium?

The key to meditation is to train your brain to focus on the now.

This means you can do more than just focus on your breath. Focus on the tea you're drinking, the words you're reading, the feeling of your clothing, and so on.

In my prompt for What are the [[components of motivation]] - which is a prompt that came from [[The 3 Components of Motivation (highlights)]] I had initially put down

• [[Intrinsic Motivation]]
• [[Extrinsic Motives]]
• Abilities, or [[Perceived abilities]]

A nice hook to pull one into some of the reasons why one would want to pick up languages as well as how to do so.

8:44 method of loci (locorum)

10:02 Learning words in groups based on related sounds.

11:22 Why learn languages? Motivation

Language represents a world cultural view.

McArdle, Elaine, August 26, and 2020. ‘COVID Adaptation’. Harvard Law Today. Accessed 7 September 2020. https://today.law.harvard.edu/covid-adaptation/.

Whiting, Sue, Sam Wass, Simon Green, and Michael Thomas. ‘Stress and Learning in Pupils: Neuroscience Evidence and Its Relevance for Teachers’. Preprint. PsyArXiv, 4 August 2020. https://doi.org/10.31234/osf.io/9j24a.

This clip is about where Phosphorus is mined and how it is mined. Phosphorus is mined in many different places around the world.

This seems like the most reliable and direct way to enable debugging of the ssh connection (authentication, etc.) used by a git command.

Step 1. Get comfortable. Get a pen.

Step 2. Four questions before you read and during. Goal to find answer.

2:26 Q1. What's the point? (Vad diskuteras?)

i.e.: What is the issue or question that drives this book? What area is it in? Why is being written?

2:30 Q2 Why did they bother? (Varför diskuteras det?)

i.e. Motivation. What do they want to you think or believe?

2:49 Q3 What are they trying to prove? (Vad försöker de övertyga dig om?)

i.e. Thesis. What they are trying to convince you to believe, what they are trying to get you to share.

2:55 Q4 How are they trying to prove it? (Hur försöker de övertyga dig om det?)

i.e. Evidence, arguments in favor

Step 3. Interrogate the text.

Detective looking for clues, find answer to the four questions

• Read blurb
• Read inside jacket copy or back cover
• First and last paragraph of the book
• First and last paragraph of each chapter
• First and last paragraph of the section working on for current day/week
• Review what you have found: What should you expect to find when you study this further?

Step 4. Fast read.

Overall movement and architecture of work.

Mark with pen. Draw horizontal line at break in text, e.g. when author says that "Now we are finished with this question."

5:15 Step 5. Slow, careful read.

Go through text paragraph by paragraph, annotate with pen, trying to find answers to the four questions.

Annotate:

• Structural clues: introduction, thesis, outline of the argument
• Write numbers in the margins.
• Mark key passages. Write a descriptive word or two next to each paragraph for future reference. If unable write a question mark and go on.
• Question marks in margin when confused and point out what confuses you (e.g. by circling och underlining words).

7:14 Step 6. Write a short summary.

10 minutes after finished reading. Do not postpone.

In book or on sticky note.

I have never thought of questions as a weapon or a tactic to be weaponized. I know that it is a powerful tool and as such is capable of abuse. I think the point here is that we need to consider or own intent in asking a question AND that we need to consider the different kinds of questioning we might do. I have had students answer questions on twitter, on index cards, in Google forms, through pair and share and more.

The chapter "Stacking Stones" describes the various techniques and effects that can be created by authors of short story collections. Put simply, Jauss argues that we ought to read story collections as collections, in the order in which they appear. The argument is based on a series of "unifying principles" and "structural techniques" that stitch collections together. The most important two, in my view, are the "liaison" — or, a motif that speaks across stories — and "mimesis" — the interaction in a collection between form and meaning. Jauss holds The Things They Carried as an exemplar of mimesis.

This text is useful in thinking about collections, but it is also useful for teaching new literary readers about how to approach collections. The instinct is to fragment the collection into digestible chunks — i.e. the stories as individual texts — rather than reckon with them en masse.

classroom assessment techniques These are quick ways to complete formative assessment during a class session. The results can help the instructor determine what he or she should address. it can unearth learner misconceptions. These were designed for college classrooms but can be used in other adult learning contexts. rating 4/5

Sheridan claims that such "animal passions" are a universal thing (says emotions are "the same in all nations" in the next column), but this strikes me more as a cultural technique. (What also of those who don't experience emotions in the same way? Sociopaths or otherwise?)

Or nothing but material difference (paper) between them ;)

Like kmurphy1, I was thinking Ong would likely disagree on this matter, but Astell does make room for their differences as "talents which do not always meet." For all the functional differences (oral vs pen and paper, intangible vs tangible), does Astell see them both as means of communication and therefore only different in those functions?

Brings to mind Rickert's rhetorics and Siegert's cultural techniques

p. 73

Makes an interesting suggestion about avoiding social comparison: give students individualised work, not by dividing them into groups, but by giving students the work they can do as fast as others in the room (i.e. hard worl to slow down the good students and easier work to speed up the slower ones.

It's never really about what is in front of us when it comes to politics.. there is always more to it.. His theory is a tool we could study to learn about a country/society's government by looking at the infrastructure they've created.