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juliusbeezer : memory   14

How to avoid losing your memory in the digital age | Science | The Guardian
The most common technique used by memory athletes is the “method of loci”, better known to fans of the TV series Sherlock as the “memory palace”. The idea is that when memorising a list – such as a to-do list – you associate an image with every item on it. The images, which can be as absurd as you like, are then placed in the rooms in your “palace”, which will typically be your home or another familiar building. To recall the list, you imagine walking from one room to the next.

Katie Kermode, from Cheshire, holds two world records: for memorising 105 names and faces in five minutes and for memorising 318 random words in 15 minutes. “I have a journey that goes around my house and other houses I have lived in,” she says. “I put two words in each room and I just associate those two words in a visual way. Then I walk back in my head through the different routes and I remember which words I saw.”
memory  psychology  sport 
november 2018 by juliusbeezer
Hands-Off Learning? The Evidence Against Minimally Guided Instruction – ELT Research Bites
Empirical studies spanning decades show that minimally guided instruction (when the learners are novices) requires a large cognitive load and, therefore, is not supported by the research on how we learn effectively and efficiently. Solving a problem, specifically “problem-based searching” places a large burden on our working memory, especially by splitting learners’ attention, and therefore takes up valuable resources that are needed for actually learning. It’s possible to search and work on a problem for quite some time without learning a thing. It seems that only those who have extensive experience, schema, and prior knowledge benefit from this type of activity.
learning  memory  psychology  education  jbcomment 
april 2017 by juliusbeezer
Frontiers | The Synergistic Impact of Excessive Alcohol Drinking and Cigarette Smoking upon Prospective Memory | Addictive Disorders
The Cambridge Prospective Memory Test (CAMPROMPT) is a test of both time-based and event-based PM and was used here to measure PM. The CAMPROMPT was administered to 125 adults; an excessive alcohol user group (n = 40), a group of smokers who drink very little alcohol (n = 20), a combined user group (the “Polydrug” group) who drink excessively and smoke cigarettes (n = 40) and a non-drinker/low alcohol consumption control group (n = 25). The main findings revealed that the Polydrug users recalled significantly fewer time-based PM tasks than both excessive alcohol users p < 0.001 and smokers p = 0.013. Polydrug users (mean = 11.47) also remembered significantly fewer event-based PM tasks than excessive alcohol users p < 0.001 and smokers p = 0.013. With regards to the main aim of the study, the polydrug users exhibited significantly greater impaired time-based PM than the combined effect of single excessive alcohol users and cigarette smokers p = 0.033. However, no difference was observed between polydrug users and the combined effect of single excessive alcohol users and cigarette smokers in event-based PM p = 0.757.
tobacco  alcohol  memory  health 
november 2016 by juliusbeezer
“You have to keep track of your changes”: The Version Variants and Publishing History of David Mitchell's Cloud Atlas
However, I have identified that there have been at least two English-language editions of Cloud Atlas in widespread circulation, from the very first day of its publication, from which other translated texts and the film script have been derived (see Fig. 1). As well as exhibiting many minor linguistic variations and copy-edits throughout (accidentals), these different editions also contain sections of narrative unique to each version that must change any close reading of the text. Given that so much literary criticism has now been produced on the subject of Mitchell’s novel, twelve years after its publication, these version variants are potentially problematic as they have not previously been noted.1 Using a combination of computational, textual-scholarly and more traditional hermeneutic methods, I here set out the substantial differences between the editions of Cloud Atlas and point to the future work that must be done to understand the effects of the heavy rewritings that occur across the different versions of the text. I also, below, outline the publishing history of the novel that resulted in these variations, as detailed to me by David Mitchell himself.
writing  editing  publishing  censorship  internet  memory 
november 2016 by juliusbeezer
marques-pages » À propos
Semantic Scuttle est sous licence GNU General Public License (vous pouvez librement l'installer sur votre serveur Web)
marques-pages supporte la plupart de l'API del.icio.us.
tools  internet  memory  bookmarking  folksonomy  freesoftware 
march 2016 by juliusbeezer
Trust your memory? Maybe you shouldn't - CNN.com
Loftus recruited 24 students and their close family members for her 1995 study "The Formation of False Memories." She asked each family member to provide her with three real childhood memories for their student, and then sent these memories in a packet, along with one false memory, to the study participants. The false memories were about getting lost on a shopping trip and included real details, such as the name of a store where they often shopped and siblings they were likely with...

Seven of the 24 students "remembered" the false event in their packets. Several recalled and added their own details to the memory.

"It was pretty exciting to watch these normal, healthy individuals pick up on the suggestions in our interviews, and pick up the false information that we fed them," Loftus says.
memory  psychology 
november 2015 by juliusbeezer
The internet is eating your memory, but something better is taking its place
More recent research has extended this line of work and found that saving information on a computer not only changes how our brains interact with it, but also makes it easier to learn new information. In a study published last year, the participants were presented with two files that each contained a list of words. They were asked to memorise both lists. Half of the participants were asked to save the first file before moving on to the next list, while the others had to close it without saving.

The experiment revealed that the participants recalled significantly more information from the second file if they had saved the previous file. This suggests that by saving or “offloading” information on to a computer, we are freeing up cognitive resources that enable us to memorise and recall new information instead.
internet  psychology  memory 
october 2015 by juliusbeezer
How to Write a Thesis, by Umberto Eco | Times Higher Education
While lots of the advice is hands-on (“begin new paragraphs often”), some is more metaphysical. Writing a thesis involves learning academic humility, the “knowledge that anyone can teach us something”. Eco illustrates this with a beautiful story of how a chance remark in a century-old book, badly written and full of preconceived ideas, by Vallet, an abbot, gave him a vital insight for his own thesis. And then, demonstrating the complex ways that work and intellectual inspiration are related, he tells of discovering years later, on returning to the book, that while the insight was not there on the page at all, somehow, as a student, he had himself taken it from the book: “is this not also what we ask from a teacher, to provoke us to invent ideas?”
writing  education  postgradology  history  memory  learning 
june 2015 by juliusbeezer
Paris Review - The Art of Fiction No. 151, Martin Amis
On the first draft. Then sequence comes into it, and you transfer from what I think of as the more painterly hand-eye medium of longhand. If I showed you a notebook of mine, it would have lots of squiggles and transpositions and lots of light crossings-out so that you can see what the original was. You move from that into the typewritten, which immediately looks more convincing and more immovable. By the way, it’s all nonsense about how wonderful computers are because you can shift things around. Nothing compares with the fluidity of longhand. You shift things around without shifting them around—in that you merely indicate a possibility while your original thought is still there. The trouble with a computer is that what you come out with has no memory, no provenance, no history... whether or not I should get a prize for writing the book, I should certainly get a prize for typing it. The Booker Prize is for typing. Even going from second draft to final draft, hardly a page survives without being totally rewritten. You know that the very act of retyping will involve you in thirty or forty little improvements per page. If you don’t retype, you are denying that page those improvements.
writing  art  memory 
june 2015 by juliusbeezer
On rote memorization and antiquated skills
"I pity the kids who were forced by their parents into memorizing these tables… I will not discourage my kids from using algorithms to solve problems."

Daniel Lemire inspires me to document my mental arithmetic experiences in the corner shop:

I agree with you. I drilled and chanted multiplication tables as a schoolboy in Scotland, but you are quite right that anything beyond 12x was terra incogita, and that an algorithmic approach would have been superior there.

And to in support of your assertions that the most useful memorisation comes from repeated use in practical situations, let me offer this anecdote:

When I was a student I worked in a small corner shop in the north of England whose stock was entirely arrayed around two walls of the small square customer area. I stood behind a counter facing these walls. Customers would enter, select things from the shelves, place them in a basket, and then present the basket on the counter for the items to be checked out and paid for. I generally used a conventional electronic till to perform this duty.

But one way that I found to amuse myself in what was really quite a boring job was to observe the customer as they placed items in the basket, and mentally calculate their total cost before they approached the counter. I would then glance at the basket, and casually state the exact total.

I’d then use the till to confirm the result, to the customer’s amazement. This was quite fun, and a few months of it had the side effect that I’m now much better at mental arithmetic than my school years alone would have given me any right to deserve.

There was no call for multiplication and division in the corner shop trick, but the “oral memory” nature of the practice helped me to create a mental space that holds numbers, and enabled these to be developed later. I still check stuff on paper the way they taught me at primary school though, and I don’t regret learning that solid method before branching out into party tricks.

And yeh; sod it, calculator, which is glumly getting the bus, when you could have had a nice walk and a laugh.
mathematics  education  learning  memory  psychology  programming  dccomment 
march 2015 by juliusbeezer
I Read the Book...Or Did I?
I recently picked up Bret Easton Ellis’s American Psycho to re-read it. Or at least that’s what I thought I was doing. Instead of that sense of comfortable déjà vu you get from re-reading an old favorite, I felt like I was experiencing it for the first time.
I know for a fact that I’d owned at least two paperback copies of American Psycho, both of which I’d loaned out to friends over the years. The book passed from my hands to theirs with the recommendation that it was “one of my favorite novels.”
When I was a quarter of the way through re-reading American Psycho, however, I realized I was actually reading it for the first time. The reason the movie had seemed so different, so alien, to me was that I’d never read the book it was based on. Apparently, the book had been on my shelf for so long that at some point I just assumed I’d read it.

Maybe I’d read a few pages; maybe I’d even read a few chapters. But one thing was distressingly clear: I had never read the entire book.
literature  memory 
march 2013 by juliusbeezer
Framalab
Some cloud apps of beauty and polish, including a typical computerised mindmapping tool (i.e. not one you'd actually want to use for mindmapping, but a nice-looking diagram at the end) via ITyPA MOOCer Lauure J.
tools  education  memory 
october 2012 by juliusbeezer
A Tale of Two Memories: Long-Term Memory and “Google Memory” | WHAT ARE THESE IDEAS?
somewhat draggling article on internet and memory which fails to make the point somehow, but I bookmark it here in the want of anything better off which to riff the point about expectations of capacity, and what it means to know something (and when those requirements for knowledge arise cf. MC checking her smartphone, me failing to remember some detail in park), and attention, and addressing attention, feeding anecdotes and aphorisms, narratives and parables.
attention  memory  internet  google  psychology 
september 2012 by juliusbeezer

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