49 Matching Annotations
  1. Last 7 days
    1. measure of the probability that the pre- and post-synaptic neurons both fire spikes during a small time interva

      probability is same as rate here prob that pre-syn spikes * prob that post syn spikes


    1. What was singular was their capacityfor sustained work. Great scientists are almost always workaholics. Each of usknows his or her limit; at some point we need to stop working and watch a stupidtelevision program, read People magazine, or something similar. Great scientistshave incredible persistence, and their threshold for mental exhaustion is veryhigh

      so true


  2. Nov 2021
    1. People who took their last math course more thanfifty years ago still know their algebra as well as people who took it five yearsago

      this is bcoz they have done enuf of it

    2. scoring well on a working-memorytest predicts scoring well on a reasoning test,

      working memory and reasoning are co-related?

      why ?

      does holding more things in short term memory mean u can make links better?

      or may bcoz u can't hold many things u can't reason

      is reasoning linked to amount of space?

    3. shallow knowledge and on lack of transfer

      two probs of understanding

      1. shallow
      2. lack of transfer
    4. numbered tracks on a CD


    5. ratings from 1 to 7 of how much peoplelike Shredded Wheat,


    6. whereas I think there is value, interest, andbeauty in learning about things that don’t have much to do with me. I’m notsaying it never makes sense to talk about things students are interested in.WhatI’m suggesting is that student interests should not be the main driving force oflesson planning. Rather, they might be used as initial points of contact that helpstudents understand the main ideas you want them to consider, rather than as thereason or motivation for them to consider these ideas

      a bold statement put nicely

      there is a priviledge to care and think about things that don't matter. U always don't have to relate it to utility. U can also think about it because its fun and u have the capability for it

    7. Teachers need to be both well organized and approachable.

      perfect picture to represent teachers

    8. They are able to connect personally withstudents, and they organize the material in a way that makes it interesting andeasy to understand

      good teacher must 2 qualities

      1. be a nice person - relate to students, understand that students are also humans.
      2. be organised - unorganized information is difficult to rememebr
    9. A two-item survey would be almost as useful as a thirty-item survey,because all of the questions really boil down to two: Does the professor seemlike a nice person, and is the class well organized? (See Figure 8.) Although theydon’t realize they are doing so, students treat each of the thirty items as variantsof one of these two questions

      ERP feedback form!!!!

    10. . In one of my all-timefavorite experiments, the researchers led subjects to think of one or anothercharacteristic of words by placing them in sentences—for example, “Themoving men lugged the PIANO up the flight of stairs” or “The professionalplayed the PIANO with a lush, rich sound.”5 The subjects knew that they neededto remember only the word in capitals. Later, experimenters administered amemory test for the words, with some hints. For piano, the hint was either“something heavy” or “something that makes music.”The results showed that thesubjects’ memories were really good if the hint matched the way they hadthought about piano, but poor if it didn’t.That is, if the subjects read the movingmen version of the sentence

      that's a cool experiment actually

    11. Whatever studentsthink about is what they will remember.The cognitive principle that guides thischapter is: Memory is the residue of thought

      memory is the residue of thought is the amazing way to summarise that we remember about things that we enough think about

    12. Shallow Knowledge Is Better Than No Knowledge

      basic understanding is the right word may be??

    13. I suppose we are to take these remarks as ironic,or at least as interesting, but I for one don’t need brilliant, highly capable mindstelling me (and my children) how silly it is to know things

      what is wrong here?

      what great thinkers complain about is NOT acquiring necessary background knowledge, but acquiring facts without context.

      Background knowledge is NOT same as facts. The way in which students are asked to acquire background knowledge is wrong. The way in which the background knowledge tested is wrong.

      They tell u to acquire by storing it as a mapping. Just as asking u to remember a non-sensical syllable. But never provide the context.

      The tests should also have better ways to test background knowledge

    14. . Books, newspapers, and magazines aresingularly helpful in introducing new ideas and new vocabulary to students


      can't social media sites with content based on useful information be helpful?

    15. e.They come to school with a bigger vocabulary and more knowledge aboutthe world than underprivileged kids. And because knowing things makes iteasier to learn new things (as described in the next section), the gap betweenprivileged and underprivileged kids widens

      what sort of good vocabulary and good knowledge comes from priviledged homes?

    16. knowledge of baseball determined how much they understood of thestory.Whether they were “good readers” or “bad readers” didn’t matter nearly asmuch as what they knew.

      importance of background knowledge to understand a thing

    17. Mark would like to impress his boss. Putting these facts together would help youunderstand that Mark is afraid he’ll ruin the food the first time

      i thought mark doesnt want to show his boss his cool barbeque

    18. How can you make the problem interesting? A common strategy is to try tomake the material “relevant” to students

      a problem is intersting by making it relevant

    19. People are naturally curious, but we are not naturally good thinkers; unlessthe cognitive conditions are right, we will avoid thinking.

      People are curious, but don't want to put effort

    20. Repetition is good for learning but terrible for motivation.With toomuch repetition, motivation plummets, students stop trying, and no learningtakes place.

      how research directly can't be applied into practice


    1. e firstevolve ΨABC using the advected real Guinzburg-Landauequation

      wat is this?

    2. ω(r) = hm∫dsdr0ds δ(r −r0(s))

      how did this come?

  3. Oct 2021
    1. arbitrary sequence of exactly n

      how is arbitary seq possible?


    1. ion and then look for a decay into a stable equilibrium point (as a hint, the equilibrium point is stable at 9 μA/cm2, but the model goes into a limit cycle when started at an initial condition equal to the equilibrium point for zero current, determined above). Thus the equilibrium point will have to be determined at each current by explicitly finding it

      again same about stability

    2. stability of the model at rest with Iext=0

      how to decide stability for 4 d space?

    3. found e leak but action potential not coming


  4. Sep 2021
    1. typical particle will have momentum of order P = (2mkBT) 1 /2

      typical particle will have momentum of order 1/2 as T? How"???


    1. The transition of a channel between these different states is called gating

      changing of conformer states => gating (allowing and blocking ions)

    2. ACh receptor (and other ligand-gated receptors) must conduct ions through a channel

      With Ach, ion channels conduct ions. But why is it selective?

    3. they open and close in response to speci!c electrical, mechanical, or chemical signals,


    4. ) They recognize and select speci!c ions


    5. 500 volts per second

      milli volts?


    1. cmdVdt=−im+IeA

      Cdv/dt = current flowing accross the capactor = current extrenal + im

    2. interspike-intervalfiring rate of the neuron

      how frequently action potential occurs

    3. the potential of the extracellularfluid outside a neuron isdefined to be 0.

      V outside = 0


  5. Jun 2021
    1. adelung [2] has demonstrated that the Schrödinger equa-tion can be transformedin hydrodynamic form.


    1. scattering length

      s-wave scattering wavelength? in QM ??

    2. +⎛⎝⎜⎞⎠⎟Emgx22d.322

      Why no potential energY???

    3. order parameter of the condensate within a mean-field approximation

      what is order parameter??

      number that is zero below transition temperature and non zero above transition temperature

    4. vortex reconnections

      2 vortex stuck like a ring in a ring. form a single large ring by colliding!

    5. ortexfilament model based on the Biot–Savart lawand one of its approximations commonly referred to as the local induction approximation

      an old model

    6. quantised vortices correspond totopological defects of the order parameter of the system where the vorticity is represented by adistribution of Dirac’sδ-function

      Quantized vortices <-> are topological defects Vorticity <-> is given in terms of delta dirac function

    7. second sound in4He,

      heat propagating like sound!

    8. Atoms in the lowest energy state have the unique property that they can behavecollectively and undergo collective oscillations allowing them to display quantum mechanicaleffects on a macroscopic scale

      the "marching" that wolfgang talks about!

    9. track the topological defects of the superfluid andreconstruct the vortex lines which correspond to zeros of thefiel

      track topo defects???

    10. pseudo-vorticityfield of the associated complex scalar order parameter ofthe superfluid

      pseudo-vorticity? -complex scalar order parameter?



    1. circulationintegral#Cvs·dris equal either to thequantum of circulationκ=h=mor to zero,

      what does this physically mean though?