tag:blogger.com,1999:blog-148670392024-03-14T01:17:16.500-05:00Improve Your Learning and Memory.This blog reflects my views on learning and memory. Typically, I write summaries of research reports that have practical application for everyday memory.I will post only when I find a relevant research paper, so don't expect several posts a week. I recommend that you use RSS feed to be notified of each new post.
My Web site: http://thankyoubrain.com. Follow on Twitter @wrklemm
Copyright, W. R. Klemm, 2005. All rights reserved.Dr. Bill, "Memory Medic"http://www.blogger.com/profile/10057519951340787796noreply@blogger.comBlogger349125tag:blogger.com,1999:blog-14867039.post-30260150266676116792021-05-29T10:09:00.001-05:002021-05-29T10:09:51.303-05:00Research on What Makes Us Happy<p>Why are some of us happier than others? Well, of course,
some people have more reasons to be happy than others. Many people find that the vicissitudes of aging
diminish their happiness. Others may
experience tragedies. Still others are unhappy with no particularly good
reason.</p>
<p class="MsoNormal">Some people are by their nature more likely to be happy
under the same conditions that make others unhappy. Personality traits and
social environments that affect happiness have been identified. The 2020 Age
Well Study findings (released January 2021) specifically focus on the happiness
and life satisfaction of residents in Life Plan Communities. The analysis
reinforces the effects of happiness on multiple areas of health, underlining
the importance of strengthening optimism, resilience, and feelings of community.</p>
<p class="MsoNormal">Retirement communities such as this have proliferated in
recent years. They offer new alternatives for the elderly to experience their later
years, as opposed to living alone or in the homes of relatives, such as their
children. This kind of community living can contribute to greater happiness as
one ages.</p><p class="MsoNormal"><o:p></o:p></p>
<p>The Age Well Study examined survey responses from more than 4,100 residents
in 122 Life Plan Communities across the United States. Life Plan Communities
are age-restricted, amenity-rich retirement village communities that invite
people to live on their own terms, enjoying a host of amenities, services, and
opportunities, as well as the added benefit of access to on-site health care
services. <o:p></o:p></p>
<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjl1RhyphenhyphenSlinwTxMeR5JV-UzYl7SbCQnOMYMens-ZZWgIqfEFtEmVqgCXK4NCWyeR46CDtWY4TqAAkfEhM43A5FYauMeGB-3ufIYGagnTUJY5i6Ds5LJZMp2rAG7yK_YNJt7Xxy_KQ/s600/splendido-at-rancho-vistoso-16.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="412" data-original-width="600" height="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjl1RhyphenhyphenSlinwTxMeR5JV-UzYl7SbCQnOMYMens-ZZWgIqfEFtEmVqgCXK4NCWyeR46CDtWY4TqAAkfEhM43A5FYauMeGB-3ufIYGagnTUJY5i6Ds5LJZMp2rAG7yK_YNJt7Xxy_KQ/w400-h275/splendido-at-rancho-vistoso-16.jpg" width="400" /></a></div><br />These results are from the five-year study being conducted by Mather
Institute and Northwestern University. The Institute is the research area of
Mather, an 80-year-old not-for-profit organization that operates senior living
residences and provides other aging services. Staffed by researchers, the
Institute is an award-winning resource for research and information about
wellness, aging, trends in senior living, and successful industry innovations.<o:p></o:p><p></p>
<p>Results of the study reveal the following:<o:p></o:p></p>
<p><span style="font-family: "Cambria Math",serif; mso-bidi-font-family: "Cambria Math";">⦁</span>
Life Plan Community residents’ average happiness and life satisfaction scores
are near the top of the range. Approximately 92% of respondents in Life Plan
Communities were highly satisfied with the place where they live.<o:p></o:p></p>
<p><span style="font-family: "Cambria Math",serif; mso-bidi-font-family: "Cambria Math";">⦁</span>
People are happier and more satisfied when they have a greater sense of community
belonging.<o:p></o:p></p>
<p><span style="font-family: "Cambria Math",serif; mso-bidi-font-family: "Cambria Math";">⦁</span>
The personality traits of extroversion, openness to new experiences, and
agreeableness were both associated with greater happiness and life
satisfaction.<o:p></o:p></p>
<p><strong><span style="mso-fareast-font-family: "Times New Roman"; mso-fareast-theme-font: major-fareast;">A Local Example of Aging Well</span></strong><o:p></o:p></p>
<p>In one typical Mather community in Tucson, Arizona, Splendido, people over
age 55 enjoy a host of services, programs, and amenities, including:<o:p></o:p></p>
<p><span style="font-family: "Cambria Math",serif; mso-bidi-font-family: "Cambria Math";">⦁</span>
Variety of homes, including Terrace and Villa Homes with one, two, and three
bedrooms, some with dens<o:p></o:p></p>
<p><span style="font-family: "Cambria Math",serif; mso-bidi-font-family: "Cambria Math";">⦁</span>
Fitness center and day spa including indoor and outdoor saline swimming pools<o:p></o:p></p>
<p><span style="font-family: "Cambria Math",serif; mso-bidi-font-family: "Cambria Math";">⦁</span>
Inspiring social and cultural opportunities such as featured lecturers, live
music, and resident-led interest groups<o:p></o:p></p>
<p><span style="font-family: "Cambria Math",serif; mso-bidi-font-family: "Cambria Math";">⦁</span>
Full-service lifestyle with various culinary package options, housekeeping, and
concierge services<o:p></o:p></p>
<p>One finding from the Age Well Study was that people who are satisfied with
their daily life and leisure activities report higher levels of happiness.
Living in a community like Splendido makes it easy to pursue lifelong interests
and explore new ones.<o:p></o:p></p>
<p>“Research provided by Mather Institute contributes to some of our resident
programming selections, and of course we rely on the knowledge and experience
of our staff on-site,” says Joan Mayer, Splendido’s Director of Repriorment
Services. “From fitness classes to a resident-led lecture series and more, we
create a schedule packed with opportunities to suit residents’ eclectic tastes
and interests.”<o:p></o:p></p>
<p>During the pandemic, many programs have been offered virtually, making use
of Splendido’s in-house television channel. Among these are fitness classes
that can be done at home, lectures, entertainment, and even some classes from
the Splendido Intellectual Pursuits Program, or SIPP. Planned, managed, and
often taught by Splendido residents, SIPP offers two “semesters” of lectures
each year, each including a variety of high-level classes led by experts on
topics from astrophysics to Impressionism, billiards to brain health.<o:p></o:p></p>
<p>Retirement villages have been around for years, but their popularity may be
growing. This is an alternative lifestyle that many elderly are finding to be
attractive.<o:p></o:p></p>
<p class="MsoNormal">Source:</p>
<p class="MsoNormal">https://www.matherinstitute.com/senior-living-professionals/free-industry-information/age-well-study-report-2020/<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Disclaimer: the author has no vested interest in any
retirement village.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-81904548522406632162021-05-21T10:57:00.000-05:002021-05-21T10:57:17.618-05:00How the Brain Determines Its Thinking<p>When I was a college sophomore at the University of
Tennessee, I decided to spend the summer with my fraternity buddy, Sam Harris,
whose family had moved to Hollywood. I met the girl friend, Irene, of his
girlfriend, and the four of us spent many date nights that quickly spawned love
among us. Sam married his girl, but being a college student living in another
state 2200 miles away made it too difficult to nurture my love relationship. On
one date night, Irene said to me with some consternation, "You are always
thinking. Why is that?" Well, I don't know why that is, but it is true.
Surely, I am in the habit about thinking of all sorts of thinking.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">One of the things I have been thinking about lately is how the
human brain decides what it thinks about. Not all thoughts are chosen. Some are
imposed from the outside, as for example, with thoughts being triggered by
sensory input, spurious surfacing of memories, or thoughts triggered by
something we read or heard from somebody else. There is also the fact that
many, perhaps most, of our "thoughts" are unconscious.</p>
<h2>Converting Unconscious Thought to Conscious Awareness</h2>
<p class="MsoNormal">Unconscious thought is basically the consequence of neural
processing of which we are unaware. The brain processes a great deal of
information unconsciously, such as control over our viscera, our habits, our
prejudices, our feelings, and so on. These processes surely influence our
conscious thought and behavior in ways we do not consciously realize.<o:p></o:p></p>
<p class="MsoNormal">Conscious realization and thought involve at least two basic
steps: 1) some kind of neural tagging to select which unconscious sensory or
cognitive processes to make available for conscious processing, and 2) the
process of conscious realization itself. Electrophysiological research reveals
that these two processes are separated in time, and thus they may reflect two
different processes. For my purposes here, I wish to focus on the tagging
process that the brain might use to identify the various local circuit neural
activity to make available for conscious awareness.<o:p></o:p></p>
<p class="MsoNormal">The brain is a global workspace of interacting modules.
Processing is often parceled out to certain circuits. For example, bodily
sensations are routed to the sensory cortex. Precise movements are handled by
the motor cortex. Sound and vision have separate processing circuitry. There is
a face-recognition area in the parietal cortex. There are executive controls
handled by specific areas of neocortex. Religious thoughts are handled in
different cortical areas depending on the nature of religious thought. And so
on.<o:p></o:p></p>
<p class="MsoNormal">Brains are wired to constantly surveil sensations in need of
conscious detection and interpretation, ideas to be understood, feelings to be
accommodated, memories to be retrieved, problems to solve, and plans for future
actions. The point is that the brain not only has some sort of mechanism for
routing processing needs to specific cortical modules but also must have some
way to scan its workspace to tag those modules that would benefit from
conscious access. Of course, tagging is not necessary for situations where a
stimulus so pronounced that it demands attention. For example, a sudden
unexpected thunder clap is so pronounced that it triggers conscious attending
by its own characteristics. But for routine thinking, whether mind wandering or
intentional control over a sequence of thoughts, the brain must have some way
to tag which modules need conscious access and in which sequence.<o:p></o:p></p>
<p class="MsoNormal" style="text-indent: .5in;">The basic idea is that the brain
has a default mechanism for scanning its unconscious operations for momentarily
novel or relevant information in widely distributed local networks that are
specialized for certain kinds of thought. Such scanning could enable
attentional focus, leading in turn to linking of diverse local networks through
temporal coherence within and among local circuits, especially in
high-frequency bands, that improves signal-to-noise ratio and sharing of
information by those local networks. <o:p></o:p></p>
<p class="MsoNormal" style="text-indent: .5in;"><span style="background: white;">Scanning
via non-living systems. as in radar, commonly involves detecting reflection
from targets that have been scanned by beams of light or sound. </span>Cognitive
scanning obviously cannot work that way, but an analogous mechanism would
involve recursively re-entrant feedback between neural signals that are
scanning the moment-to-moment neural activity in the local circuits of the
global workspace. Re-entrant interactions can alter the timing and phase
relationships within and among the various local circuits, which effectively
tag those circuits that have sufficiently novel or relevant information that
warrants conscious access.<o:p></o:p></p>
<p class="MsoNormal">If we knew how the brain achieves such scanning and tagging,
it might help us develop training methods to make our conscious analysis more
rigorous and effective. I am developing a scholarly paper for publication that
suggests some possible mechanisms and ways to test them. We will have to see
how those ideas evolve.<o:p></o:p></p>
<h4><span style="font-style: normal; mso-bidi-font-style: italic;"><o:p> </o:p></span></h4>
<h4><span style="font-style: normal; mso-bidi-font-style: italic;"><o:p> </o:p></span></h4>
<p class="MsoNormal"><o:p> </o:p></p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-67651565770491005412021-05-10T10:48:00.000-05:002021-05-10T10:48:34.209-05:00Why We All Need to Develop Our Talents<p> Learning and memory are the mechanisms by which we grow in
personal competence. The issue for all of us is our willingness to invest in
our personal development. To what extent are we willing to let others take care
of us? In political terms, there is the option of depending on a socialist or
commuist government to do for us what we could be doing for ourselves.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><a href="https://www.debate.org/opinions/was-jesus-a-communist#!">Some socialists
or Communists today argue that Jesus Christ would have also been Communist if
that political option were available in his time</a>. Yet Jesus gave a most
powerful endorsement of capitalism in his famous parable of the talents
expressed in the book of Matthew (25:14-30). Modern readers have typically
extended this passage to refer to personal abilities. However, in the time of
Jesus, the word "talents" actually referred to a lot of money, with a
single talent worth about 20 years of a laborer's work. It can be more useful
for us to think of the word as meaning resources, property, or personal assets,
which of course includes money. <o:p></o:p></p>
<p class="MsoNormal">The parable describes an apparently wealthy man about to
take a trip who needed to leave his money in the care of his workers. He gave
different amounts to each worker with instructions to conserve and make the
most of the resource while he was away. While away, the worker who got five
talents invested it in commercial trade and made five extra talents, as did the
worker receiving two talents, who earned two more talents. The worker who got
one talent buried feared losing it, so he buried his talent for safekeeping.
Upon his return, the owner praised those who increased the wealth, but to the
worker who did not put the money to work, he said: <span class="woj">"You
wicked and slothful servant! ... you ought to have invested my money with the
bankers, and at my coming I should have received what was my own with interest."
The owner took the slothful worker's one talent and gave it to the worker who had
earned more talents. Note: ancient Jews learned and adopted banking and
capitalism during their capture by </span><a href="https://stevenmcollins.com/articles/what-kind-of-captivity/">the
Babylonian inventors</a><span class="woj">.<o:p></o:p></span></p>
<p class="MsoNormal"><span class="woj">As in much of scripture, the reason for
moral edicts is not always explained. Maybe Jesus never gave an original
explanation, and if so, it likely was to make us think about the parable's
implications. Some people object that Jesus is portrayed in the parable as a
greedy capitalist. Yet the founder of Methodism, John Wesley, puts things in
complete perspective when he urges us to "make all you can, save all you
can, and give all you can."<o:p></o:p></span></p>
<p class="MsoNormal"><span class="woj">The main obvious generalization of the
talents parable is the admonition to make the most of what we have got, whether
it be resources, property, money, or personal abilities. Here, I would like to
focus on why we need to develop our personal capabilities, which of course are
a basic resource that affects our capacity to make, save, and give all you can.<o:p></o:p></span></p>
<p class="MsoNormal">An increasing number of people in today's world, Worldwide,
and even now in the U.S., dismiss the need for developing the non-monetary
sense of the word "talent." Why work to develop yourself, it you can
get somebody else, like the government, to meet your needs and those of others?
If fact, you can take a perverse sense of moral superiority in spurning the
striving and stress of self-improvement that lesser beings seem compelled to pursue.
You can look down on such people as greedy "supremacists" who gain
their resources at the expense of the innocent. <o:p></o:p></p>
<p class="MsoNormal">In education circles, teachers need to explain in depth why
young people need to increase their talents. However, the emphasis is on
passing tests that educators think will help youngsters compete in a capitalist
society. But you can avoid all that if you form a socialist society, which we
are engaged in doing by ensuring welfare without a work requirement, doling out
all sorts of government "freebies," and working to produce a
guaranteed annual income. No wonder that academia is a home of socialism. The
emerging political zeitgeist is to encourage people to depend on the
government. That, of course, means they will vote for the politicians who
ensure government support.<o:p></o:p></p>
<p class="MsoNormal">Without the need to grow your talents, you are not likely to
do it. I remember vividly a middle-school classroom visit, where the teacher
was chastised a Black student for not doing his homework, whereupon he replied,
"I don't need to learn this stuff. Somebody will always take care of
me." Is this what we really want to teach our children? It apparently is
what a lot of them are learning.<o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSOqLaf1jRLWHXjfKYcDUNFoJRt5oYRTwiqMtFNAd7gbBAFqKuekOajxS4YqIRm472iQ8VUcAFwUqB18ZBElbt79Kw-6M8Crz2FSX9Mi6HVwR_BeTJRYLRnyO8zJ9O8Gx88mvNdA/s2048/success.krakenimages-376KN_ISplE-unsplash.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1365" data-original-width="2048" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSOqLaf1jRLWHXjfKYcDUNFoJRt5oYRTwiqMtFNAd7gbBAFqKuekOajxS4YqIRm472iQ8VUcAFwUqB18ZBElbt79Kw-6M8Crz2FSX9Mi6HVwR_BeTJRYLRnyO8zJ9O8Gx88mvNdA/w400-h266/success.krakenimages-376KN_ISplE-unsplash.jpg" width="400" /></a></div><br /><p></p>
<h2>Five Compelling Reasons </h2>
<h3>Gain Self-reliance and Independence<o:p></o:p></h3>
<p class="MsoNormal">If you have developed your talents, they can be used to help
you become more self-reliant and less dependent on the good will and resources
of others. The ability to take care of yourself is no small thing. Ask any
child.<o:p></o:p></p>
<h3>Feel Better about Ourselves<o:p></o:p></h3>
<p class="MsoNormal">Losers in life have a hard time trying to feel good. That is
why they so often seek out drugs and other kinds of pleasures. What they seek
most is to feel good about themselves and to have the status of others
respecting them. They may be tempted to cheat and steal to gain the resources
that can bring such status or throw riotous tantrums to protest their failures.
However, if you develop your talents, you not only have acquired capabilities
that will help you gain more resources, you have the positive reinforcement of
knowing that you are an achiever, one who can take some pride in who have become.<o:p></o:p></p>
<h3>Provide Goods and Services that Can Help Others<o:p></o:p></h3>
<p class="MsoNormal">Obviously, if you have abilities and resources, you are more
valuable to others. You are more able to help others in their earthly
struggles. In turn, you position yourself to merit exchange of goods and services
from them that will benefit you.<o:p></o:p></p>
<h3>Get Ahead in This World<o:p></o:p></h3>
<p class="MsoNormal">When you have many talents, you have many ways to offer
goods and services that are valued by others. They benefit from what you have
to offer, and are willing to pay you in assorted ways. Trade and exchange are
the lifeblood of the capitalism that circulates prosperity amongst those who
are equipped with appropriate talent and resources. People of high
socio-economic standing will open doors for you that you could never open on
your own. Even in a Communist country like China, leaders have discovered the
benefits of moving peasants out of the rice fields and into a factory where
they are trained to make such things as computers and electric cars. Hundreds
of millions of Chinese have been lifted out of destitution, and China is poised
to dominate the world. China is more fascist than socialist.<o:p></o:p></p>
<h3>Set the Stage for Still More Personal Growth<o:p></o:p></h3>
<p class="MsoNormal">If you don't develop your "talents," you stifle personal
growth and stagnate. As the master in the parable said,<span class="woj">
"For to everyone who has will more be given, and he will have an
abundance. But from the one who has not, even what he has will be taken
away." The master warns that personal sloth will cast one 'into the outer
darkness," where there will be 'will be weeping and gnashing of teeth."<o:p></o:p></span></p>
<p class="MsoNormal"><span class="woj"><o:p> </o:p></span></p>
<p class="MsoNormal">The point is that without growth in personal resources, we
can't keep up. The price can be a life of deprivation and despair. On the other
hand, the more you develop personal and material resources, the more you can gain
in the future. This kind of growth puts you on a higher platform to take the
next step. I express this idea in my education efforts, where I always try to
impress upon students, <a href="https://www.psychologytoday.com/us/blog/memory-medic/202103/the-more-you-know-the-more-you-can-know">"The
more you know, the more you CAN know."</a> In blog posts on mental health,
I try to make the point that the more you understand about how your brain works
and how you think and behave will improve your ability for psychological peace
and fulfillment.<o:p></o:p></p>
<p align="center" class="MsoNormal" style="text-align: center;">The U.S. Army
recruiting slogan is meant for us all:<o:p></o:p></p>
<p align="center" class="MsoNormal" style="text-align: center;">BE ALL YOU CAN BE<o:p></o:p></p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-77279354077412287202021-04-25T12:04:00.000-05:002021-04-25T12:04:26.668-05:00Specious Reasoning: It Is Everywhere, Often UndetectedSpecious Reasoning: It Is Everywhere, Often Undetected<p> <!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="31" QFormat="true"
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<w:LsdException Locked="false" Priority="32" QFormat="true"
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<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
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<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
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<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
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<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
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</p><p class="MsoNormal">Specious reasoning is any argument or analysis which has the
apparent ring of truth or plausibility but is actually incomplete, deceptive,
or even altogether fallacious. Such arguments are attractive because they are
seemingly well-reasoned or factual. They <span style="mso-spacerun: yes;"> </span>can be deceptively persuasive. When an
argumentation style is based on specious reasoning, it is called
"Sophistry."</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><a href="https://www.conservapedia.com/Specious_reasoning">Below
are some modern examples of sophistry:</a></p>
<p class="MsoNormal"> </p>
<p class="MsoNormal" style="margin-left: .5in;">"Impose gun control to reduce
crime." The fact is that guns prevent more crimes than they cause.</p>
<p class="MsoNormal" style="margin-left: .5in;"> </p>
<p class="MsoNormal" style="margin-left: .5in;">"Give the mother automatic
custody of children in divorce to reduce divorce." In fact, that leads to
more divorce, as it reduces incentives to maintain a marriage.</p>
<p class="MsoNormal" style="margin-left: .5in;"> </p>
<p class="MsoNormal" style="margin-left: .5in;">"Raise taxes to increase
revenues." In fact, creating disincentives to earn not only directly
decreases revenues by decreasing the amount of taxable income but also stifles
economic growth.</p>
<p class="MsoNormal" style="margin-left: .5in;"> </p>
<p class="MsoNormal" style="margin-left: .5in;">"Give children contraceptives
to reduce teen pregnancy and disease." In fact, abstinence education does
both better</p>
<p class="MsoNormal" style="margin-left: .5in;"> </p>
<p class="MsoNormal" style="margin-left: .5in;">"Support so-called 'civil
rights' organizations and leaders to oppose racism." In factby constant
harping and race-baiting, they are the primary promoters of racism today</p>
<p class="MsoNormal" style="margin-left: .5in;"> </p>
<p class="MsoNormal" style="margin-left: .5in;">"Listen to the experts."
The experts don't always get things right. Besides, they often disagree.</p>
<p class="MsoNormal" style="margin-left: .5in;"> </p>
<p class="MsoNormal">Specious reasoning typically accompanies arguments aimed at
advancing personal agendas. </p>
<p class="MsoNormal"> </p>
<p class="MsoNormal" style="tab-stops: 238.5pt;">The apparent increase of
speciousness in today's agenda-driven social discourse provided a big part of
my motivation to write my recent book about truthfulness: <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Realville. How to Get Real in an
Unreal World</i></b>. Specious reasoning typifies all of the seven forms of
untruthfulness in that it:</p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; tab-stops: 238.5pt; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Often relies on outright <b style="mso-bidi-font-weight: normal;">lies</b>.</p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; tab-stops: 238.5pt; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>May <b style="mso-bidi-font-weight: normal;">cheat
</b>others out of benefits by giving advantage to others.</p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; tab-stops: 238.5pt; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Encourage the specious person to <b style="mso-bidi-font-weight: normal;">deny</b> their argumentation weakness and <b style="mso-bidi-font-weight: normal;">delude</b> themselves and others.</p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; tab-stops: 238.5pt; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Provide a way to <b style="mso-bidi-font-weight: normal;">deceive</b> others.</p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; tab-stops: 238.5pt; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><b style="mso-bidi-font-weight: normal;">Pretends</b>
to have unwarranted stature and valuable argument.</p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; tab-stops: 238.5pt; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><b style="mso-bidi-font-weight: normal;">Withholds</b>
relevant ideas that would otherwise challenge assertions.</p>
<p class="MsoNormal"> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggBjMSn-63L805vcVrBW78nEbO_wBuTWa1jxEffkd4R6YXNZ-435oj2OT_QzxGu0_mS4RH4eF9CAjAM69wWcQbIU2vMcVGfIx8IGolGd3imQRv61ZSHm9Pqo5kXbE6ZRWpK-UTDg/s2048/sebastian-herrmann-6jAq8MkbULo-unsplash.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1365" data-original-width="2048" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggBjMSn-63L805vcVrBW78nEbO_wBuTWa1jxEffkd4R6YXNZ-435oj2OT_QzxGu0_mS4RH4eF9CAjAM69wWcQbIU2vMcVGfIx8IGolGd3imQRv61ZSHm9Pqo5kXbE6ZRWpK-UTDg/w400-h266/sebastian-herrmann-6jAq8MkbULo-unsplash.jpg" width="400" /></a></div><br /><p></p>
<p class="MsoNormal"> </p>
<h2>Different Specious Category Examples</h2>
<p class="MsoNormal"> </p>
<h3>Opinions Without Evidence</h3>
<p class="MsoNormal"> </p>
<p class="MsoNormal">This category is probably the most common form of specious
thinking. It does not involve flawed reasoning, because in the absence of
factual evidence there is nothing available to structure an argument around.
One just happens to have certain opinions. Facts be damned. Such opinions are
typically formed from emotions that have been stirred by various forms of
specious reasoning.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">The disdain for evidence often arises as a natural
consequence of anti-science or unappreciation of the nature of scientific
thinking. Scientific thinking requires one to question even one’s own suppositions
and opinions. Most assuredly, opinions need buttressing from objective evidence
and verifiable truths. In a post-modern world in which everyone is allowed to
have their own truth, such objective thinking is hard to find. Former Dean of
Science at Texas A&M, Mack Prescott, once said to me, "Liberal arts
courses are required in college, because people think you can't be educated
without them. I think that science courses should be required in college for
the same reason."</p>
<p class="MsoNormal"> </p>
<h3>Straw man </h3>
<p class="MsoNormal"> </p>
<p class="MsoNormal">This is a weak or sham argument set up to be easily refuted.
Sometimes it is called a "red herring." This is a change-the-subject
strategy aimed at distracting a rhetorical opponent onto another subject. <a href="https://literarydevices.net/red-herring/">For examples, check this web
site.</a></p>
<p class="MsoNormal"> </p>
<h3>Selective Argument </h3>
<p class="MsoNormal"> </p>
<p class="MsoNormal">This is an argument that ignores all unfavorable evidence.
The argument that is presented is advanced in a way that precludes
consideration of alternatives, especially ones that are more viable. Typically,
the impression is given that there are no viable alternatives. Almost everyone
advancing an agenda selectively omits facts and arguments that don't help their
case. Always think about relevant things that people don't say.</p>
<h3> </h3>
<h3>Flawed Premise</h3>
<p class="MsoNormal"> </p>
<p class="MsoNormal">The logic may be impeccable, but useless if the premise is
flawed. This is a common rhetorical trap. Once you accept the premise of an
argument, your positions have to be consistent with the premise, and you are thus
constrained in what you can reasonably say about it.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Syllogisms are frequent sources of flawed premises. One
example is the inference that "kindness is praiseworthy" from the
premises "every virtue is praiseworthy" and "kindness is a
virtue." This example is fine, because of the two premises, both are
generally regarded as true. However, syllogisms have more than one premise, and
the more there are the greater the chance that one or more of them is not
valid.</p>
<p class="MsoNormal"> </p>
<h3>Circular Logic</h3>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Basically, the problem here is that the argument one intends
to defend is pre-supposed to be true. The conclusion is assumed as a premise,
rather than justified. The argument is not proved, just re-stated as if it were
true. This fallacy is sometimes called “begging the question.”</p>
<p class="MsoNormal"> </p>
<h3>Virtue Signaling</h3>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Symbolic statements and gestures that convey virtue are
frequently used to impart authoritativeness. Who can argue against virtue?
Thus, those who signal virtue are attempting to gain stature, both for their
own social worthiness and to advance their cause. This also makes the signalers
feel good about themselves and self-righteously superior to others. Factual or
logical deficiencies in their positions are masked by the signaled virtue. As
we see on a continuing basis, this is a common strategy for advancing
problematic agendas of politicians, celebrities, and media elites.</p>
<p class="MsoNormal"> </p>
<h3>Gaslighting</h3>
<p class="MsoNormal"> </p>
<p class="MsoNormal">This form of specious thinking comes from the 1944 film, <a href="http://162.249.108.90/sites/default/files/attach/journals/oct19asrfeature.pdf" target="_blank"><i>Gaslight</i></a>, in which a husband manipulates his wife into
thinking she has a mental illness by dimming their gas-fueled lights and
telling her she is hallucinating.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Gaslighting occurs when a person or group is conditioned by
false suggestion to question their values, sanity, perception of reality, or
memories. People experiencing gaslighting often feel confused, anxious, and
unable to trust themselves. The point is to make the target trust the accuser.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">In today’s world, the common form of gaslighting is to
condition whites into thinking that they are racist. The technique is basically
a form of conditioning in which repeated charge from supposedly more moral
people generates a belief that it is true and thus creates a guilt that is exploited.</p>
<p class="MsoNormal"> </p>
<h3>Logic Errors</h3>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Many cases of specious argument are based on common mistakes
in logic. <a href="https://www.psychologytoday.com/intl/blog/memory-medic/201307/preventing-common-thinking-errors">I
have explained some thinking errors in a post several years ago</a>. Such
errors are typically inadvertent, but sometimes they are used deliberately in in discourse to buttress positions. </p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><br />
How can you protect yourself from the specious thinking of others? First, check
to make certain you are not just responding emotionally, agreeing because this
is what you want to hear. Next, check to see what actual evidence is presented
and the likelihood that it is reliable. Look for conflicts of interest and
hidden agendas. Finally, try to think of alternative perspectives that have not
been presented.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Resources:</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Cline, Austin. 2019, Begging the question. <a href="https://www.thoughtco.com/begging-the-question-petitio-principii-250337">https://www.thoughtco.com/begging-the-question-petitio-principii-250337</a></p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Huizen, Jennifer (2020). Gaslighting. Medical News Today, https://www.medicalnewstoday.com/articles/gaslighting</p>
<p class="MsoNormal"> </p>
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="51"
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<w:LsdException Locked="false" Priority="52"
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<div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-83852019317450170422021-04-21T09:23:00.000-05:002021-04-21T09:23:55.857-05:00Education Requires More Than Literacy<p> </p><p class="MsoNormal" style="text-indent: .5in;">I recently attended a lecture
by a prominent Texas historian,<span style="mso-spacerun: yes;"> </span>James L.
Haley. The focus of his talk was on the lessons of history in the context of
the American revolution against England and Texas' revolution against Mexico.
The theme was that the U.S. founders and Sam Houston in Texas used their
knowledge of history to create a form of government that could avoid the errors
of the past if the voters were educated. The<span style="mso-spacerun: yes;">
</span>founders were themselves generally quite literate, reading history in
the original Greek and Latin and absorbing the ideas of leading formation of a new government <span style="text-indent: 0.5in;">Renaissance
philosophers. </span></p><p class="MsoNormal" style="text-indent: .5in;"><span style="text-indent: 0.5in;">Haley went on to point out that today our government is imperiled
because so many Americans are illiterate and thus incapable of correct knowledge
about political issues and electing wise leaders. He presented a litany of
statistics showing a shocking percentage of Americans who cannot read at all,
cannot read at the fourth-grade level, and cannot read above 8th grade level.
The clear implication was that to save our country, we need a more educated
pool of voters.</span></p><p class="MsoNormal" style="text-indent: .5in;"><o:p></o:p></p>
<p class="MsoNormal" style="text-indent: .5in;">While I accept that literacy is
important, I think it is a myth to attribute our hyper politically correct "woke"
cultural to illiteracy. In the Q&A that followed, I raised the following
point: "I am not persuaded that education is the solution. The origin of
much of our cancel culture originates in the universities." Liberal arts
professors seem to be obsessed with race, gender, revisionist history, and
Marxist ideology. James heartily agreed with my point, but the paradox was not
explored, because time was running out. <o:p></o:p></p>
<p class="MsoNormal" style="text-indent: .5in;">How can education be a solution to illiteracy
when the source of our current historical and political dystopia largely originates
with ostensibly the most educated professors in the universities and more and
more youngsters go to college? Could it be there is something wrong with how professors
were educated and how they in turn educate citizens these days? <o:p></o:p></p>
<p class="MsoNormal" style="text-indent: .5in;">The answer is a resounding YES.
Civics is no longer taught in K-12. History, when taught at all, is commonly taught
from a revisionist perspective. As a professor with over 58 years of observing
university teaching practices and consulting with the middle school teaching
community, I disparingly conclude that we no longer teach youngsters HOW to
think but focus on WHAT to think. Educators have confused education with
indoctrination. We tell students what they must learn and then test them for
compliance. Too many teachers and professors were trained, not educated in the
classical education sense. The focus of teaching at all levels is on WHAT to
think. <o:p></o:p></p>
<p class="MsoNormal" style="text-indent: .5in;">The problem is illustrated by how
few people know about logic and logical fallacies, which I tried to <a href="https://thankyoubrain.blogspot.com/search?q=logic">address in a recent
blog post</a>. The problem extends to a general inability to think critically
and creatively about what one reads and hears. Where are the Socratic teachers
of today who are showing students how to engage reading content, ask
penetrating questions, develop reasoned possible answers, distinguish evidence
from opinion, test knowledge for accuracy, and how to learn from history
instead of erasing it? When it comes to reading literacy, many youngsters have
such limited vocabulary and reading skills that they cannot handle the extra cognitive
load of critical thinking about what they read.<o:p></o:p></p>
<p class="MsoNormal" style="text-indent: .5in;">In his essay on college graduate
illiteracy, Dale Ahlquist concludes, " The rise of incomplete thinking has
been marked over the last several decades by a near-total loss of true
humanities studies at many colleges and universities.<span class="apple-converted-space"><span style="mso-fareast-font-family: "Times New Roman"; mso-fareast-theme-font: major-fareast;"> </span></span>It’s a terrible
scandal that, without authentic humanities education, universities around the
world are manufacturing cohort after cohort of uneducated people<span class="apple-converted-space"><span style="mso-fareast-font-family: "Times New Roman"; mso-fareast-theme-font: major-fareast;"> " He explains the cause of the
scandal this way: "</span></span> Everyone agrees, or claims to agree,
that we want citizens who can think for themselves. But our education system,
our commercial culture, and the latent message of our social media are
precisely the opposite. We want everyone to get in line."<o:p></o:p></p>
<p class="MsoNormal" style="text-indent: .5in;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXvrIWbQger7QOa-fsH5T1c4Q1rv2gXKjq9-k9RdEzKTHo0kiI0WmIX8T-zHyz2PccxwnLeUWpl9YJdDLN3gH6SKYS56a51O0WFpS-RHG7zgbBD0PIB49JfVJDsPG-TDG1vt9NyQ/s2048/thinking.jonathan-cosens-photography-K-NCV0iQJZ8-unsplash.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2013" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXvrIWbQger7QOa-fsH5T1c4Q1rv2gXKjq9-k9RdEzKTHo0kiI0WmIX8T-zHyz2PccxwnLeUWpl9YJdDLN3gH6SKYS56a51O0WFpS-RHG7zgbBD0PIB49JfVJDsPG-TDG1vt9NyQ/s320/thinking.jonathan-cosens-photography-K-NCV0iQJZ8-unsplash.jpg" /></a></div><br />Literacy alone is not the answer.
We already have too many under educated college graduates, as has been amply
documented in numerous surveys. Some shocking examples are found in Walter Williams's
essay, <o:p></o:p><p></p>
<p class="MsoNormal" style="text-indent: .5in;">Though I am known as a "Memory
Medic," many of my followers misunderstand my emphasis on improving memory
ability. My whole point is that the quality of thinking depends on what you
remember. Remembered knowledge is what one uses to think with. The less you
recall from past learning, the less knowledge you have to inform rigorous
thought.<o:p></o:p></p>
<p class="MsoNormal" style="text-indent: .5in;">Improving the way reading skills
are taught would surely help. But recall that the pupils of Socrates were not
necessarily all that literate in reading Greek. The main value of Socrates'
pedagogy was that he showed his pupils the value of avoiding knee-jerk
thinking, of questioning and thinking about reasonable answers, that his was a
mind-set habit they could learn, and that such practices help to minimize error
and foolishness. <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Sources:<span style="text-indent: 0.5in;"> </span></p>
<p class="MsoNormal">Ahlquist, Dale (n.d.) The Scandal of Uneducated College
Graduates. Principles from Christendom College. https://www.getprinciples.com/the-scandal-of-uneducated-college-graduates/</p>
<p class="MsoNormal">Williams, Walter (2016). It's Little Mystery Why So Many
College Students Are Illiterate. March 29. CNS News. https://www.cnsnews.com/commentary/walter-e-williams/campus-lunacy<o:p></o:p></p><p class="MsoNormal"><br /></p><h3 style="text-align: center;">A key to thinking straight is to get your facts straight. I urge readers to check out my book, <i><b>Realville,</b></i> which explains how to wade through the swamp of the seven main forms of untruthfulness.</h3><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-37149891087899073072021-04-07T12:31:00.000-05:002021-04-07T12:31:03.619-05:00On the meaning of "Immaterial"<p> It is hard to realize the existence of realities that that
we cannot see or measure. This was impressed on me when I recently visited a
planetarium in which the audience and I viewed a map of the universe created by
the Hubble space camera. The camera had taken many successive snapshots of the
sky as it moved along its orbit, saving each adjacent shot side by side. The
overall result, projected on the curved ceiling of the presentation hall, looked like a bow tie. If we did not know any better, we would think that the universe
actually has this structure, with nothing outside the three-dimensional bow
tie. The confusion arises if we don’t realize that the camera is located in the
center of its horizon view. The camera’s horizon is constrained by its orbit.
To get a better mapping, it would have to create maps from all points in all
theoretical orbits around the earth. </p>
<p class="MsoNormal">In this case, the evidence for a relatively homogeneous
three-dimensional universe caused by a central black hole explosion is missing. We
might erroneously conclude that the “big bang” theory is wrong. But absence of
evidence is not necessarily evidence of absence. This principle emerges in
another context when we say that certain phenomena are “immaterial.” Material
things have a chemistry and physics, and things that do not seem explainable in
those terms are often called “immaterial.”</p>
<p class="MsoNormal">What about things we call “abstract,” such as probability? Probability
is not defined as a reality but rather the likelihood that a certain reality
may emerge. In Shannon’s Information Theory, for example, “information” would
not be regarded as a material reality as such but rather as the probability
that a certain material event may occur. Indeed, information’s lack of material
reality was probably why Shannon chose to define it the way he did. Probability
ideas apply to much of the “spooky” aspect of quantum mechanics.</p>
<p class="MsoNormal">In the field of neuroscience, many scholars use the words
“immaterial force” to explain consciousness. Yet, how can a force have the force
of mediating our thoughts and willed action if it is immaterial? In the field
of religion, many theologians use the word immaterial to explain the soul as
some kind of immaterial form of being. How can something “be” and yet not be?</p>
<p class="MsoNormal">Neither case explains anything. In both cases, “immaterial”
is intended to have the circular definition of not being material. What can
this word possibly mean? To claim that something is immaterial is to imply that
it does not exist. We know from personal experience that consciousness surely
exists, and there are many good reasons to believe that souls exist too.</p>
<p class="MsoNormal">A fundamental premise of science is that all things are
material, including those things that we cannot explain in material terms. Here
is a list of material phenomena that were originally thought by many to be
immaterial, because at the time there was no evidence for a material
explanation:</p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->The germ theory of disease<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Immunity to infection<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->X-rays and other portions of the electromagnetic
spectrum<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Heat and cold<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Gravity<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Curved space-time<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Quantum mechanics<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Unconscious Mind <o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Quantum mechanics is of particular interest and relevance to
this issue. Numerous experiments have demonstrated that observing something,
even if just by a laboratory instrument, can make apparent physical realities
we did not know existed. Matter can go from one spot to another without moving
through the intervening space (called quantum tunneling). Information moves
instantly (faster than the speed of light) across vast distances. Clearly, this
does not reflect the kind of reality we ordinarily experience. Yet it exists.</p>
<p class="MsoNormal">Two explanations are possible. One is that the act of
observation actually creates the manifest physical phenomena. Another is that
the physical properties were pre-existent in inapparent form. Neither
possibility makes sense in terms of our present knowledge. While many
physicists can describe quantum phenomena, no one can explain them.
Nonetheless, the facts are demonstrable. </p>
<p class="MsoNormal">What then is meant by material reality? Real things can seem
unreal (immaterial?) under certain circumstances. This<span style="mso-spacerun: yes;"> </span>perspective suggests that everything could be
material, though sometimes that material reality may not always be apparent. Most
likely, things we think of today as immaterial, such as consciousness and soul,
are real material phenomena that we think must be immaterial because we have
not yet discovered their material nature.</p>
<p class="MsoNormal">Science, by definition, MUST deal exclusively with material
things. It is not possible for things to exist and yet not exist because they
are immaterial. Thus, those who cling to immateriality are obliged to defend
their position with compelling logic and evidence, if there were any. The rest
of us are left with the conclusion that everything is material, though
sometimes that material reality may not always be apparent. This surely can
apply to consciousness and the soul. Considering consciousness or the soul as
immaterial precludes any possibility that science is relevant to these
phenomena. On the other hand, if consciousness and the soul have a material
reality that is not yet apparent, then science might find evidence to help
document and explain those realities.<o:p></o:p></p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-89607726453103065692021-03-21T11:36:00.000-05:002021-03-21T11:36:02.558-05:0012 Ways We Teach Each Other to Hate<p> </p><p class="MsoNormal">We humans have always been a contentious sort. But now it
seems we are devolving collective hate. Hate can be triggered or taught. From
personal, corporate, or political agendas, we observe a widespread effort to
challenge and denigrate others, and they in turn resent it.</p>
<p class="MsoNormal"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8Edy6OiKgtW9gxgV3Bke-vfPpHkS8-fG3KqaKEoLyCzFuWBeJ-u-sgi1ZAlI6MHt12kvxWBpX6wwQWqaeb-qI9qkYlEBWpIanAMaxeP5JdT66WnySU4JDd6VSw6A-ujQSuqLIKg/s1920/uriel-soberanes-L1bAGEWYCtk-unsplash.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1280" data-original-width="1920" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8Edy6OiKgtW9gxgV3Bke-vfPpHkS8-fG3KqaKEoLyCzFuWBeJ-u-sgi1ZAlI6MHt12kvxWBpX6wwQWqaeb-qI9qkYlEBWpIanAMaxeP5JdT66WnySU4JDd6VSw6A-ujQSuqLIKg/w400-h266/uriel-soberanes-L1bAGEWYCtk-unsplash.jpg" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Courtesy Uriel-Soberanes, Unsplash</td></tr></tbody></table><br />Linguistics professor Deborah Tanner at Georgetown
University has written a disturbing book, <i style="mso-bidi-font-style: normal;">The
Argument Culture</i>. The thrust of her analysis of our culture is that people
divide into competing camps and develop a compulsion to win arguments by
criticizing and diminishing those in other camps. In discussing issues, people
with differing views become considered as enemies that must be defeated.</p>
<p class="MsoNormal">In such wars, many tactics are used to bolster our own
positions and defeat the enemy. Here are<span style="mso-spacerun: yes;">
</span>12 ways we teach each other to hate:<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<div style="text-align: left; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><b style="mso-bidi-font-weight: normal;">Egotism. </b>We are egotistic and
self-absorbed. What we think is more important than what others think. If others
don’t agree with us, we need to let them know they are wrong, which of course
they similarly respond.</div><p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Absolutism. </b>Our own views are seen as
absolute and irreconcilable principles continually at war with alternative
views of others, who we imagine as our enemies.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Categorizing People. </b>We assign
identities to people and place them in categories. Thus, we make it more
convenient to attack many people at once as members of an identity group.
Divide and conquer.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Polarization. </b>We habitually think of
issues of having just two sides of an argument. This inevitably polarizes the
issues and creates two camps of competing enemies.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Exaggeration. </b>To justify one’s
position, it helps to magnify the flaws in the positions of others, and even to
denigrate their character for holding such unacceptable positions.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Threatening body language. </b>We use
threatening body language in advancing our arguments with others. These include
scowled faces, loud voice, punching the hand toward others (often with an
object in hand), and pounding the arm up and down. We “get in their face.”<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">7.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Character assassination.</b> The accuser assumes
a false mantle of virtue signaling, which in turn is not appreciated by those
accused of being morally deficient.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">8.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Assuming victimhood</b>. <span style="mso-spacerun: yes;"> </span>Claiming unfair treatment allows us to accuse
others of oppression and thus assign to them guilt and shame. Name calling is
the linguistic first choice of weaponry. Another weapon is to recall past
abuse, even when such abuse no longer occurs. Next, current examples of
presumed abuse are magnified and harped upon. In that way, opponents become
irredeemable. Those accused of creating victims in turn come to hate their
attackers.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">9.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Excuse making.</b> A basic reason for
assuming victim status is that it provides excuses. We don’t have to take
responsibility for any of our own missteps that contributed to our misfortune.
We save face by blaming others, and thereby create another reason to hate them.
I explore all this in my book, <i style="mso-bidi-font-style: normal;">Blame
Game, How to Win It.</i><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">10.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Demanding equity.</b> We expect equity, not
just the equal opportunity of a level playing field. We assume everyone is
equally entitled, irrespective of effort, education, or ability. Thus, when
others deny us equity, we hate them for being unfair.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">11.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Revenge.</b> Sometimes, we create enemies
out of jealousy or desire for revenge over perceived imposed inequity. <o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">12.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">Cancel culture.</b> We censor or otherwise
“cancel” others, which of course generates reciprocal hate.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">All this shreds the fabric of social harmony. It creates
resentment and anger that otherwise would not occur. It becomes
self-perpetuating. I fear our current situation will only feed upon itself and
make things worse. Is this the price are willing to pay to win arguments?<o:p></o:p></p>
<p class="MsoNormal">.<o:p></o:p></p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-4757615335393688652021-03-14T16:04:00.002-05:002021-03-14T16:04:47.596-05:00How Can a Country Learn from Its Erased Past?<p><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal">I am reading a book about George Washington (<i style="mso-bidi-font-style: normal;">Washington’s End</i>) that is highly
relevant today. Near the end of his first term, George decided he did not want
to run for re-election. U.S. anarchists, inspired by the French revolution’s
“reign of terror,” led Washington to conclude that Americans were unworthy of
the government he and the other founders had created for them. Washington just
wanted to get away from the rabble rousers and retire to his farm to enjoy his
wealth. Then, as now, we were a country bitterly divided. Then, as now, large
numbers of citizens wanted to cancel the culture of the American revolution. Jefferson
convinced George that nobody else could hold our country together.</p>
<p class="MsoNormal">Today, Black Lives Matter and Antifa anarchists pose a
similar test of citizen worthiness. Will we have the courage to stand up to
those who threaten to “burn it all down” if we don’t give them what they want?
Are we going to vote to sustain a government that gives us opportunity to care
for ourselves or to exchange our freedom for a government that we hope will be
our nanny?</p>
<p class="MsoNormal">Today’s voters are being tested for their worthiness. Their
response seems to prefer a new “progressive” government to be our nanny. Our
new government is spending money we don’t have to make life easier and better
for everyone. The goal even includes providing public services to everyone outside
our country if they will just come through our open borders. With that all that
largess comes control, expressed in terms of cancel culture and political
correctness. </p>
<p class="MsoNormal">Donald Trump, like Washington, could have just retired and
enjoyed his wealth. But, like Washington, he sought an onerous second term in
the hope he could save the country from destruction from within. Unlike
Washington, Trump was rejected by the public. He faces great opposition from globalists
who think it is wrong to put America first, that America is in fact a flawed
and evil country.</p>
<p class="MsoNormal">We are supposed to learn from history, and this present
generation has concluded that this history only shows all that was wrong with
this country. By erasing this history, we eliminate the chance to appreciate
how we have corrected so many of our past flaws. Canceled history prevents
future generations from making the same mistakes. Canceled history prevents us
from knowing what was good and right about our founding. We are told to begin
anew. Will this fresh start prevent us from making new mistakes?</p>
<p class="MsoNormal">School systems throughout the U.S. have been negligent in
teaching U.S. government philosophy and history. Students are being taught utopian
Marxist ideas. Students are not being taught about the good things this country
has done. I remember asking my grandson what he learned about WWII in his
public high school. He said they only spent one class period on that. Most of
the U.S. history instruction dealt with U.S. barbarism in the Vietnam war.</p>
<p class="MsoNormal">Decades ago, schools used to have civics courses that taught
the philosophy and values of our founding and the God-given rights specified in
the U.S. Constitution. Now, we have enemies of the Constitution. Freedom of
speech is most obviously under attack. If you say things that are not
politically correct, you may well be shunned and canceled. Book and magazine
publishers are selectively rejecting manuscripts that express unpopular ideas.
Conformism is the new standard not only for speech but general behavior as
well. We are being herded like sheep into behaving the way our betters require.
Communist China is becoming our new model for personal behavior.</p>
<p class="MsoNormal">The New York Times is sponsoring a new U.S. history curriculum
called the 1619 project that asserts that the U.S. was founded as a
systemically racist country. The evidence presented is that in 1619, a ship
appeared near point comfort, a coastal port in the English colony of Virginia that
carried more than 20 enslaved Africans, who were sold to the colonists. No
aspect of the country that would be formed here has been untouched by the years
of slavery that followed. On the 400th anniversary of this fateful moment, the
Times says it is finally time to tell our story truthfully. Of course, the Times
does not mention that this is not the whole truth of our history. The new
curriculum aims to erase the whole truth of our history.</p>
<p class="MsoNormal">I just had a book published on truthfulness (<i style="mso-bidi-font-style: normal;">Realville. How to Get Real in an Unreal
World</i>). We surely do live in an unreal world, dominated by lies, cheating,
denial, delusion, deception, withholding, and pretense. All these forms of
untruthfulness are being expressed by political activists who promote the
agenda that all our history was bad and therefore needs to be erased. Worse
yet, the cancellation has the hidden agenda of advancing control over us. It
seems to be working as the activists intend.</p>
<p> </p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-49704274721452604382021-03-05T08:54:00.000-06:002021-03-05T08:54:03.323-06:00Absence of Evidence Is Not Evidence of Absence<p><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal">It is hard to realize the existence of realities that that
we cannot see or measure. This was impressed on me when I recently visited a
planetarium in which the audience and I viewed a map of the universe created by
the Hubble space camera. The camera had taken many successive snapshots of the
sky as it moved along its orbit, saving each adjacent shot side by side. The
overall result, projected on the curved ceiling of the presentation hall, looks
like a bow tie. If we did not know any better, we would think that the universe
actually has this structure, with nothing outside the three-dimensional bow
tie. The confusion arises if we don’t realize that the camera is located in the
center of its horizon view. The camera’s horizon is constrained by its orbit.
To get a better mapping, it would have to create maps from all points in all
theoretical orbits around the earth.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">In this case, the evidence for a relatively homogeneous
three-dimensional universe caused a central black hole explosion is missing. We
might erroneously conclude that the “big bang” theory is wrong. But absence of
evidence is not necessarily evidence of absence. This principle emerges in
another context when we say that certain phenomena are “immaterial.” Material
things have a chemistry and physics, and things that do not seem explainable in
those terms are often called “immaterial.”</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">What about things we call “abstract,” such as probability? Probability
is not defined as a reality but rather the likelihood that a certain reality
may emerge. In Shannon’s Information Theory, for example, “information” would
not be regarded as a material reality as such but rather as the probability
that a certain material event may occur. Indeed, information’s lack of material
reality was probably why Shannon chose to define it the way he did. Probability
ideas apply to much of the “spooky” aspect of quantum mechanics.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">In the field of neuroscience, many scholars use the words
“immaterial force” to explain consciousness. Yet, how can a force have the force
of mediating our thoughts and willed action if it is immaterial? In the field
of religion, many theologians use the word immaterial to explain the soul as
some kind of immaterial form of being. How can something “be” and yet not be?</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Neither case explains anything. In both cases, “immaterial”
is intended to have the circular definition of not being material. What can
this word possibly mean? To claim that something is immaterial is to imply that
it does not exist. We know from personal experience that consciousness surely
exists, and there are many good reasons to believe that souls exist too.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">A fundamental premise of science is that all things are
material, including those things that we cannot explain in material terms. Here
is a list of material phenomena that were originally thought by many to be
immaterial, because at the time there was no evidence for a material
explanation:</p>
<p class="MsoNormal"> </p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>The germ theory of disease</p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Immunity to infection</p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>X-rays and other portions of the electromagnetic
spectrum</p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Heat and cold</p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Gravity</p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Curved space-time</p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Quantum mechanics</p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Unconscious Mind </p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Quantum mechanics is of particular interest and relevance to
this issue. Numerous experiments have demonstrated that observing something,
even if just by a laboratory instrument, can make apparent physical realities
we did not know existed. Matter can go from one spot to another without moving
through the intervening space (called quantum tunneling). Information moves
instantly (faster than the speed of light) across vast distances. Clearly, this
does not reflect the kind of reality we ordinarily experience. Yet it exists.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Two explanations are possible. One is that the act of
observation actually creates the manifest physical phenomena. Another is that
the physical properties were pre-existent in inapparent form. Neither
possibility makes sense in terms of our present knowledge. While many
physicists can describe quantum phenomena, no one can explain them.
Nonetheless, the facts are demonstrable. </p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">What then is meant by material reality? Real things can seem
unreal (immaterial?) under certain circumstances. This<span style="mso-spacerun: yes;"> </span>perspective suggests that everything could be
material, though sometimes that material reality may not always be apparent. Most
likely, things we think of today as immaterial, such as consciousness and soul,
are real material phenomena that we think must be immaterial because we have
not yet discovered their material nature.<b style="mso-bidi-font-weight: normal;">
</b></p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Science, by definition, MUST deal exclusively with material
things. It is not possible for things to exist and yet not exist because they
are immaterial. Thus, those who cling to immateriality are obliged to defend
their position with compelling logic and evidence, if there were any. The rest
of us are left with the conclusion that everything is material, though
sometimes that material reality may not always be apparent. This surely can
apply to consciousness and the soul. Considering consciousness or the soul as
immaterial precludes any possibility that science is relevant to these
phenomena. On the other hand, if consciousness and the soul have a material
reality that is not yet apparent, then science might find evidence to help
document and explain those realities.</p>
<p> </p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-30240706886242986932021-02-02T09:23:00.000-06:002021-02-02T09:23:59.764-06:00Mind Control. You Can Have More Self Control than You Think<p> <!--[if gte mso 9]><xml>
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</p><p class="MsoNormal" style="text-indent: .5in;">Who’s in charge in deciding what
your brain thinks about? Many factors are involved, but you have more control
than you might think. </p>
<p class="MsoNormal" style="text-indent: .5in;">Everyone has some degree of
self-control that affects their beliefs, desires, thoughts, goals, plans, and
feelings. Humans are unique in their capacity for self-control, which is
generally assumed to arise from the relatively large frontal cortex in the
brain. The neocortex even has a series of linked circuits that constitute an
executive control system. Lack of self-control underlies many social and mental
health problems. Failing at self-regulation can lead to obesity, addiction,
poverty, sexual promiscuity, and other ill-advised behaviors. On the other
hand, people with superior self-control are more likely to be "healthy,
wealthy, and wise."</p>
<p class="MsoNormal" style="text-indent: .5in;">How do we learn such control? I
identify five factors: <br />
</p><h2 style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Motivation</h2>
<p class="MsoNormal" style="text-indent: .5in;">We are motivated by the brain's
positive reinforcement mechanisms and our mental ability to adjust the set
point for the level of reinforcement that satisfies us. Like a heater
thermostat, if the setting is low, it doesn't take much heat to meet the
demand. If the setting is high, we need more heat and for longer periods. How
does one adjust the personal hedonistic set point? </p>
<p class="MsoNormal" style="text-indent: .5in;">One way to increase self-control is
to have many alternative positive reinforcers that allow one to substitute
"good" reinforcers for bad ones. Another way is to structure goals
consciously so that achievement requires "good" reinforcers. You can
seek the company of fellow beings who wish to share those same values and
guidelines. Incentives matter. <br /></p><h2 style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Mental Fatigue</h2>
<p class="MsoNormal" style="text-indent: .5in;">Resisting temptation can be hard
work. In secular life, we get refreshment from taking a vacation. Taking a
vacation from resisting temptation is hardly the righteous choice. What then,
do we do to refresh the self-control required for resisting temptation? </p>
<p class="MsoNormal" style="text-indent: .5in;">Capacity for self-control is
apparently a "limited resource" that can be depleted. Replenishment
takes time in which there are fewer demands. Maybe this is one advantage of
vacations or retreats. Escape from tempting situations is akin to taking a
vacation. </p>
<p class="MsoNormal" style="text-indent: .5in;">Our own negative thoughts wear us
out. Distressing thoughts make it all too easy to obsess to the point of
emotional exhaustion. Think of all the times you have lost sleep over something
that troubles you. When awake, such obsession diminishes our productivity.<span style="mso-spacerun: yes;"> </span>How do we inhibit such obsessive thought?
Mental discipline is required. There are ways to train the brain to be more
disciplined at screening out intrusive thoughts. One method, strangely enough,
involves working-memory training tasks; these train the brain to focus and
screen out distracting thought.<a href="#_edn1" name="_ednref1" style="mso-endnote-id: edn1;" title=""><span class="MsoEndnoteReference"><span style="color: black; font-family: "Georgia",serif; font-size: 11.5pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="color: black; font-family: "Georgia",serif; font-size: 11.5pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[1]</span></span></span></span></span></a><span style="mso-spacerun: yes;"> </span>Habitual intense prayer or meditation may do
the same thing.</p>
<h2 style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Age</h2>
<p class="MsoNormal" style="text-indent: .5in;">Young people usually have less
self-control that adults. Educators assert that self-control in preschool-aged
children is more associated with school success than is IQ.<a href="#_edn2" name="_ednref2" style="mso-endnote-id: edn2;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[2]</span></span></span></span></a>
Brain dysfunctions that alter self-control will increase impulsivity and often
lead to anti-social and even violent behavior. Brain scans show that impulsive
people have an abnormally small hippocampus and prefrontal cortex.<a href="#_edn3" name="_ednref3" style="mso-endnote-id: edn3;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[3]</span></span></span></span></a>
We don’t know if they were born that way or got that way by a lifetime of
indulging their impulses.</p>
<p class="MsoNormal" style="text-indent: .5in;">Executive control capability may
decline in the elderly, who may become less able to take care of their needs
and control their life. A study of seniors (average age of 75) revealed a
tendency for elderly to withdraw from social interactions, along with an
associated tendency to become depressed.<a href="#_edn4" name="_ednref4" style="mso-endnote-id: edn4;" title=""><span class="MsoEndnoteReference"><span style="color: black; font-family: "Georgia",serif; font-size: 11.5pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="color: black; font-family: "Georgia",serif; font-size: 11.5pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[4]</span></span></span></span></span></a> Stress, which may
well have a cumulative effect over the years, is compounded by the current
stresses of old age. The adrenal-pituitary stress axis may be more active,
resulting in a high blood pressure from adrenalin release and shriveling of
neural synapses from excessive cortisol release. </p>
<p class="MsoNormal" style="text-indent: .5in;">Biochemical markers of inflammation
increase with age. The cumulative stresses of a lifetime<span style="mso-bidi-font-size: 12.0pt;"> can cause increased anxiety, confusion, further stress, and
depression. Thus, a vicious cycle of mental deterioration may ensue. In such a
state, executive control fails, and the person may become helpless and
dependent.</span> <br /></p><h2 style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Religion</h2>
<p class="MsoNormal" style="text-indent: .5in;">"Mind over matter" is a
central theme in most religions. The idea is that proper spiritual belief gives
you the strength to cope with the vicissitudes of life. Paradoxically, the most
religious people, like monks, may not use their strength of faith to cope with
life but actually escape worldly stress by living in monasteries or nunneries. </p>
<p class="MsoNormal" style="text-indent: .5in;">Literature surveys reveal a strong
relationship between religiosity and self-control. Self-control in religious
people is manifest in that they tend to suffer less from depression, avoid
trouble with sex or drugs, do better in school, and even visit the dentist more
regularly. It is not clear whether religious experiences promote
self-discipline or whether a self-disciplined person is more likely to respond
to the self-control requirements of religion. It could be both. Whatever the
case, to be mentally and spiritually healthy, we must learn to discipline our
thinking, just as we discipline our body to improve our golf game or other
physical skills.</p>
<p class="MsoNormal" style="text-indent: .5in;">An interesting survey of 213 people
measured both the degree of self-control and religiosity.<a href="#_edn5" name="_ednref5" style="mso-endnote-id: edn5;" title=""><span class="MsoEndnoteReference"><span style="color: black; font-family: "Georgia",serif; font-size: 11.5pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="color: black; font-family: "Georgia",serif; font-size: 11.5pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[5]</span></span></span></span></span></a> People who believed
in traditional religions were more likely to have motivational drive and
strategic planning for their actions. Perhaps not surprisingly, people who had
more superstitious beliefs were less likely to control impulsive behavior.</p>
<p class="MsoNormal" style="text-indent: .5in;">Prayer seems to be an active way to
promote replenishment. A demonstration of this point comes from an experiment
where subjects engaged in personal prayer or an equivalent time in free
mind-wandering thought. A subsequent self-control test revealed superior scores
for those in the prayer group.<a href="#_edn6" name="_ednref6" style="mso-endnote-id: edn6;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[6]</span></span></span></span></a>
</p>
<p class="MsoNormal" style="text-indent: .5in;">Adolescents seem to have less
self-control than mature adults. One study involved 1,785 young adults of
different religions (Muslims, Catholics, Eastern Orthodox- and Bible-belt
Christians) in different countries.<a href="#_edn7" name="_ednref7" style="mso-endnote-id: edn7;" title=""><span class="MsoEndnoteReference"><span style="color: black; font-family: "Georgia",serif; font-size: 11.5pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="color: black; font-family: "Georgia",serif; font-size: 11.5pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[7]</span></span></span></span></span></a> Young people with
intrinsic religiosity (living one's faith)<span style="mso-spacerun: yes;">
</span>were less likely to exhibit deviant behaviors, such as <span style="border: none windowtext 1.0pt; font-family: "inherit",serif; mso-bidi-font-size: 12.0pt; mso-border-alt: none windowtext 0in; padding: 0in;">theft, substance use, cheating,
etc. than those driven by extrinsic religiosity </span>(using one's faith for
personal advancement). <span style="border: none windowtext 1.0pt; font-family: "inherit",serif; mso-bidi-font-size: 12.0pt; mso-border-alt: none windowtext 0in; padding: 0in;">The
religious beneficial effect was greatest in those who had low natural levels of
self-control.</span></p>
<p class="MsoNormal" style="text-indent: .5in;"><span style="mso-bidi-font-family: Helvetica;">Most religions make a positive social impact by teaching and
requiring self-control. Just thinking about God can improve our will power. One
experiment demonstrated this in a trivial way by priming subjects with a
pre-test task of unscrambling sentences that contained religious thoughts. The
subsequent task was to drink an unpleasant mixture of orange juice and vinegar,
for which they were paid for the amount they drank. Compared to a
neutral-primed control group, the religion-primed group drank twice as much of
the sour juice. In another part of the experiment, investigators told
participants that when the study was over they would receive monetary
compensation. If the participants came back the next day, they would receive
$5, but if they came back a week later, they would receive $6. Even with the
small $1 difference, a greater percentage of the participants in the
religious-primed group decided to wait and receive the larger amount of money
than those in the neutral-primed group.</span><a href="#_edn8" name="_ednref8" style="mso-endnote-id: edn8;" title=""><span class="MsoEndnoteReference"><span style="color: black; font-family: "Georgia",serif; font-size: 11.5pt; mso-bidi-font-family: Helvetica; mso-fareast-font-family: "Times New Roman";"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="color: black; font-family: "Georgia",serif; font-size: 11.5pt; mso-ansi-language: EN-US; mso-bidi-font-family: Helvetica; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[8]</span></span></span></span></span></a><span style="mso-bidi-font-family: Helvetica;"></span></p>
<p class="MsoNormal" style="text-indent: .5in;">Some evidence indicates that people
are more motivated toward good behavior if they view God as punishing rather
than a God of love. In a study at Brigham Young University, Mormon students
were assigned a task to button press when they saw a picture of juice or to
inhibit the press when they saw a picture of beer (which their religion
forbids). A neural signal over the anterior cingulate cortex that is known to
be an error indicator became smaller when subjects were reminded of God's love
instead of God's punishment. The interpretation was that focusing on God's love
and forgiveness made students less worried about making mistakes in the task.<a href="#_edn9" name="_ednref9" style="mso-endnote-id: edn9;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[9]</span></span></span></span></a>
</p>
<p class="MsoNormal" style="text-indent: .5in;">One of the more obvious and
measurable examples of religion effects is how it can reduce pain. A common way
that medical service providers assess pain is to ask a patient to rate the
intensity of pain on a scale of 0 to 10. In one experiment, 24 patients, half
practicing Catholics and the other half avowed atheists, had been screened to
have equal baseline pain thresholds. They were then given electrical shocks
while staring at different images, some religious and others not. Pain scores
dropped when viewing religious images, and non-religious images had no effect.
Brain scans showed that when pain was reduced, the activity level was increased
in the right ventrolateral prefrontal cortex, a region that other investigators
had shown was instrumental in driving top-down circuitry that inhibits pain.<a href="#_edn10" name="_ednref10" style="mso-endnote-id: edn10;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[10]</span></span></span></span></a>
A simple explanation is that the pain-relief is like that afforded when a dentist
twists your cheek as he inserts a needle to anesthetize a tooth or a
veterinarian slaps a horse's hip as he simultaneous slams a needle to inject a
medication. In these cases, the signals that ordinarily cause pain are mixed
with other dominant signals that limit the brain's ability to feel pain.</p>
<h2 style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span>Yoga/Meditation</h2>
<p class="MsoNormal" style="text-indent: .5in;">Yoga is a practice that most
clearly illustrates the ability of the mind to control the body. The most
obvious effects of yoga meditation are on breathing, which can be dramatically
slowed and made more abdominal, and the cardiovascular system, in which heart
rate slows and blood pressure drops.<a href="#_edn11" name="_ednref11" style="mso-endnote-id: edn11;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[11]</span></span></span></span></a><span style="mso-spacerun: yes;"> </span>Yoga masters can alter bodily functions in
even more profound ways, such as forcing extreme sweating or lying on a bed of
nails. Mindfulness meditation, wherein attention is focused on breathing or a
mantra, promotes the development of attentional skills and changes neural
activity related to self-control.<a href="#_edn12" name="_ednref12" style="mso-endnote-id: edn12;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[12</span></span></span></span></a> <br /></p><div style="mso-element: endnote-list;"><br clear="all" />
<hr align="left" size="1" width="33%" />
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<p class="MsoEndnoteText"><a href="#_ednref7" name="_edn7" style="mso-endnote-id: edn7;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[7]</span></span></span></span></a>
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(2008). An fMRI study measuring analgesia enhanced by religion as a belief
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<p class="MsoEndnoteText"><a href="#_ednref11" name="_edn11" style="mso-endnote-id: edn11;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[11]</span></span></span></span></a>
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Should a cardiologist care?, International Journal of Cardiology, 168(3),1805-1810,</p>
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<p class="MsoEndnoteText"><a href="#_ednref12" name="_edn12" style="mso-endnote-id: edn12;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><span class="MsoEndnoteReference"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[12]</span></span></span></span></a>
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</div>
</div>
<div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-49453707340807863512021-01-23T09:37:00.001-06:002021-01-23T09:37:27.314-06:00Lesson 14c. Memorize While You Sleep<h4 align="center" style="text-align: center;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Book Antiqua",serif; font-size: 14.0pt; font-style: normal; line-height: 200%; mso-bidi-font-style: italic;">Get enough sleep to consolidate
your memories</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt; line-height: 200%;">.</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Calibri",sans-serif; font-size: 14.0pt; line-height: 200%;">
<o:p></o:p></span></b></h4>
<p class="MsoNormalCxSpFirst">Did you know that your brain works while you sleep?
Yes, both during dreaming and non-dreaming, your brain is consolidating
memories of events in the immediately preceding day.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFUa32Bj3zs7QcQQYw1Xgw0hJ2c5XDwJdsycSD0vkMv2UHvU7xHFgqfxzpCaaLoHl0k769B_kHngv31RuxJBA8iLo2g8t4Z1x5wPpPaLzg6TZTmZjeTWuK5MD3caw-mOdPkC63CQ/s1794/baby+sleeping.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1794" data-original-width="1209" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFUa32Bj3zs7QcQQYw1Xgw0hJ2c5XDwJdsycSD0vkMv2UHvU7xHFgqfxzpCaaLoHl0k769B_kHngv31RuxJBA8iLo2g8t4Z1x5wPpPaLzg6TZTmZjeTWuK5MD3caw-mOdPkC63CQ/w270-h400/baby+sleeping.jpg" title="Photo by Hessam Nabavi on Unsplash" width="270" /></a></div><br />Most people think that
the purpose of sleep is to rest the brain. But there is clear evidence that the
brain is still busily at work during sleep, even when the brain is not
dreaming. Decades ago, researchers demonstrated that many neurons fired just as
much during sleep as during wakefulness. Some neurons were even more active
during sleep.<o:p></o:p><p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">One advantage that
sleep provides for memory consolidation is that the brain doesn’t have all the
distractions that occur during daytime wakefulness. Multiple-conflicting
stimuli and tasks are very disruptive to memory consolidation. <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">The advantages offered
by having fewer disruptive influences during sleep have also been confirmed in
a study conducted in the brain imaging lab of Thomas Pollmacher in Munich,
Germany. An auditory text stimulus was presented to sleep-deprived subjects
prior to and after the onset of sleep, and imaging was performed to compare
wakeful responses to sound stimuli with those during various stages of
non-dreaming sleep. Brain activity during sleep was suppressed in auditory
pathways and visual cortex, including other brain regions that are
interconnected with the visual cortex. Suppression suggests that sleep shields
the brain from the arousing effects of external stimulation that might disturb
sleep. Blocking out such interference effects should facilitate memory consolidation.
This study also prompted researchers to conclude that consolidation of memory
occurs over many hours, at least in sleep-deprived subjects. That is to be
expected, inasmuch as consolidation of memory depends on protein synthesis and
physical changes in synapses.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Students often cut back
on sleep to finish ever-mounting piles of homework and study. Combat soldiers
are trained to function under sleep-deprived conditions. But these strategies are
likely counter-productive. At my university, our Corps of Cadets used to have a
tradition of rousing freshmen in the middle of the night and preventing them
from sleeping. The idea was to make them tough. More likely, it just made them
unable to do well in school, as I have seen many of them flunk out.<span style="mso-spacerun: yes;"> </span>Another area where this problem has surfaced
is with sleep-deprived medical residents.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Sleep loss degrades
many brain functions. In one study, sleep loss degraded visual vigilance and
memory for words, and time-of-day fluctuations were found in choice reaction
time, logical reasoning, and word memory. Exercise also seemed to have an
effect in that brain function of non-exercising subjects degraded sooner than they
did for exercising subjects. So, sleep-deprived couch potatoes beware!<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Researchers have found
that people who stay up all night after learning and practicing a new task show
little improvement in their performance. No amount of sleep on following nights
can make up for the toll taken by the initial all-nighter. <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Robert Stickgold and
colleagues at Harvard Medical School report that people who learned a
particular task did not improve their performance when tested later the same
day but did improve after a night of sleep. To see whether the night of sleep
actually caused the improvement, Stickgold trained 24 subjects in the same
visual discrimination task, which consisted of identifying the orientation of
three diagonal bars flashed for a sixtieth of a second on the lower left
quadrant of a computer screen full of horizontal stripes. Half of the subjects
went to sleep that night, while the other half were kept awake until the second
night of the study. Both groups were allowed to sleep on the second and third
nights. On the fourth day, both groups were tested on the visual discrimination
task. Those who slept the first night identified the correct orientation of the
diagonal bars much more rapidly than they had the first day. The other group
showed no improvement, despite the two nights of catch-up sleep. <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Another compelling
study for the role of sleep on memory consolidation was published by Sean
Drummond and his colleagues at San Diego State University and the University of
California, San Diego.<span style="mso-spacerun: yes;"> </span>They combined
memory performance with magnetic resonance imaging (MRI) to study sleep
deprivation effects on verbal learning of young, healthy adults. After a
sleepless night, free recall fell by about half, and the brain imaging analysis
showed reduced blood oxygen activity in the temporal area. However, the areas
of the prefrontal cortex that had been activated during remembering after
normal sleep worked even more after sleep deprivation. What's more, the
bilateral parietal lobes and two additional areas in the prefrontal cortex,
usually not activated after normal sleep, became active. <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">What about a small
degree of sleep loss? A University of Pennsylvania study showed even a little
sleep loss can devastate memory. People were assigned to sleep regimens of
four, six, or eight hours of sleep each night for two weeks and tested
periodically during the daytime for mental performance. Subjects who got four
or even six hours of sleep performed as poorly on brain function tests as they
did when kept from sleeping at all for three consecutive days. So,
short-changing your sleep each night by an hour or so builds up a sleep debt
that affects attention and working memory. In the study, performance decline was
cumulative. An interesting aside from the study was that none of the 48 people
in the study realized that their mental performance had deteriorated from the
mild sleep loss. As a college professor, I wonder about the performance loss
going on in students who short-change their sleep for months at a time.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">There are also studies
revealing lack of sleep BEFORE learning interferes with memory. Formally, this
is called "proactive interference," because it occurs in advance. The
cause may relate to what was just explained: a sleepy brain doesn’t think
effectively.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">In another study, 28
healthy young adults were divided into two groups. On the first day, one group
was kept awake for 35 straight hours. Participants in the other group spent a
normal sleep night at home. At 6 PM of the next day, all subjects watched a
slide show of 150 slides of landscapes, objects, and people who weren't
celebrities. All subjects then were sent home to have a normal night's sleep. The
next evening all subjects took a pop quiz on the slides, which were randomly
mixed with 75 new slides. The test was for subjects to recognize whether they
had seen each slide before. <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Those subjects who had
been sleep deprived on the first night scored the lowest, even though they
later had a night to catch up on lost sleep. The upshot of it all is that lack
of sleep is bad for remembering, whether the sleep loss occurs before or after
learning events. For those who wonder why humans need to sleep, one obvious
benefit is to enhance learning.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Need to learn something
quickly? Take a nap. Daytime naps are said to rejuvenate energy and lower
stress. Now there is evidence naps speed up consolidation of memories. <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Matthew Walker reports
experiments showing nap enhancement of memory. In his study, 39 young adults
were divided into two groups. At noon, all the participants took part in a
memory exercise that required them to remember faces and link them with names.
Then the subjects took part in another memory exercise at 6 p.m., after 20 subjects
had napped for 100 minutes during the break. Those who remained awake performed
about 10 percent worse on the tests than those who napped. Students take note:
10% is often the difference between an A and a B.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Sleep Sources<br style="mso-special-character: line-break;" />
<!--[if !supportLineBreakNewLine]--><br style="mso-special-character: line-break;" />
<!--[endif]--><o:p></o:p></b></p>
<p class="MsoNormal">Drumond, Sean, Brown, Gregory, G., Gillin, J. Chrisstian,
Stricker, John. L. (2000). Altered brain response to verbal learning following
sleep deprivation. Nature 403(6770):655-7. DOI: 10.1038/35001068<o:p></o:p></p>
<p class="MsoNormal">Stickgold, R., James, L, and Hobson, J. (2000) Nature
Neuroscience.<span style="mso-spacerun: yes;"> </span>3 (12), 1237-1238. DOI:10.1038/81756<o:p></o:p></p>
<p class="MsoNormal">Van Dongen, H.P.A., Rogers, N.L. & Dinges, D.F. Sleep
debt: Theoretical and empirical issues. Sleep Biol. Rhythms 1, 5–13 (2003).
https://doi.org/10.1046/j.1446-9235.2003.00006.x<o:p></o:p></p>
<p class="MsoNormal">Walker, Matthew (2010). American Association for the
Advancement of Science annual meeting presentation, San Diego, Feb. 21, 2010.<o:p></o:p></p>
<div style="border-bottom: solid windowtext 1.0pt; border: none; mso-border-bottom-alt: solid windowtext .5pt; mso-element: para-border-div; padding: 0in 0in 1.0pt 0in;">
<p class="MsoNormal" style="border: none; mso-border-bottom-alt: solid windowtext .5pt; mso-padding-alt: 0in 0in 1.0pt 0in; padding: 0in;"><o:p> </o:p></p>
</div>
<p align="center" class="MsoNormal" style="text-align: center;"><span style="font-size: 14.0pt;">This concludes our lessons in this series on Learning How to Learn. <o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="text-align: center;"><span style="font-size: 14.0pt;">I believe and hope that you all will become more
effective life-long learners.<o:p></o:p></span></p>
<p class="MsoNormal"><o:p> </o:p></p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-69033360577162611182021-01-02T10:08:00.000-06:002021-01-02T10:08:06.183-06:00Lifestyle Matters. Lesson 14b. Exercise<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0EwffmiQVz3erlVJ5kyyiNTMUVXC9HgqCBcFLifDhN0Iy_esrUpTLJ2pSH9Qa-Ji0wfMCCjLkAFxiImUEqSNBWh7PnLS3nmBDACKgPerUD5wcSbnhsuFs77EEzsWvYBJEvvLA7Q/s749/motivtion.unsplash.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="749" data-original-width="500" height="462" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0EwffmiQVz3erlVJ5kyyiNTMUVXC9HgqCBcFLifDhN0Iy_esrUpTLJ2pSH9Qa-Ji0wfMCCjLkAFxiImUEqSNBWh7PnLS3nmBDACKgPerUD5wcSbnhsuFs77EEzsWvYBJEvvLA7Q/w309-h462/motivtion.unsplash.jpg" width="309" /></a></div><p></p>
<h4 align="center" style="text-align: center;"><span style="font-family: "Book Antiqua",serif; font-style: normal; mso-bidi-font-style: italic;">Be healthy. Be smart.</span></h4>
<p class="MsoNormalCxSpMiddle">Exercise is not only good for the body; it is good
for the brain.<span style="mso-spacerun: yes;"> </span>The idea that exercise
might benefit memory originally came from animal research revealing exercise
increases learning and memory capability, presumably because exercise
stimulates the birth of new nerve cells in the hippocampus, the part of the
brain that is crucial for forming long-term memory. I have posted many articles
on the benefits of exercise for the brain at this blog site (type “exercise” into the search field).<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">It is now clear that exercise
benefits memory capability in humans too, both old and young. In addition, the
state of exercise is tied to memory; that is, state-dependent memory can be
demonstrated with exercise. For example, in a study of humans exercising on a
bicycle, word lists learned during the exercise were recalled best during another
exercise episode, while words learned not riding on a bike were recalled best
under that same condition. State-dependent learning has been demonstrated in
other contexts too, such as with alcohol and with school-room environments.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Even when I was a kid,
which was long before the whole notion of aerobic exercise, people said that
being physically active could help you perform better in school. But this was
mostly anecdotal, with very little research evidence. Now there is much solid
evidence. Sadly, it may have come too late. Many schools have done away with or
minimize physical education. Many girls think it’s not <i style="mso-bidi-font-style: normal;">cool</i> to sweat. <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Charles Hillman and
colleagues at the University of Illinois recently reported a study on the
effects of exercise on cognitive function of 20 children aged 9 to 10. They
administered some stimulus discrimination tests and academic tests for reading,
spelling and math. On one day, students were tested following a 20-minute
resting period; on another day, students walked on a treadmill before testing.
The exercise consisted of 20 minutes of treadmill exercise at 60% of estimated
maximum heart rate. Mental function was then tested once the heart rate
returned to within 10% of pre-exercise levels. Results indicated improved
performance on the tests following aerobic exercise relative to the resting
session. Tests of brain responses to stimuli suggested the difference was
attributable to improved attentiveness after just this one bout of exercise.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Note this is just from
a single aerobic exercise experience. How can that be beneficial? The most
obvious explanation is that exercise generates more blood supply to the brain,
but I don't know that this has been documented. Actually, what is known is that
exercise diverts blood to the muscles. The generally accepted view is that the
body tightly regulates blood flow to the brain and that the brain always gets
what it needs. <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">A more likely
explanation is that single bouts of exercise relieve anxiety and stress, which
are known to disrupt attentiveness and learning. Maybe the repetitive
discipline of exercises like treadmill-walking help entrain the brain into a
more attentive mode, akin perhaps to meditation. We need a study that compares
treadmill walking with a different kind of exercise regimen (like a vigorous
and competitive basketball game, for example).<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">As for what goes on in
a typical school recess, I doubt that such activities as gossiping, text
messaging, or whatever else goes on these days with kids at recess markedly interfere
with learning. <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">There is also the
possibility a continuing aerobic exercise program could produce long-lasting
beneficial effects in young children. My own prejudice is that schools and
parents ought to get serious about requiring aerobic exercise programs. It
should not only improve the quality of school work but also help combat the
epidemic of obesity and diabetes. One caveat: excessive running to achieve
aerobic levels of exercise may not be advisable in children. My own experience
with jogging, for example, might have been great for my heart and brain, but I
now have two artificial knees and an artificial hip joint to show for it.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Here is another caveat
you may have thought about: If exercise is so good for academic performance,
why do varsity athletes generally make poorer grades than their classmates?
Well, there are many other factors, of course. One prevailing attitude among
athletes is that academics are less important to them than their sport. Athletes
tend to devote their time and energy to their sport, not school work. They also
have more incentive to focus on their sport. Students idolize athletic stars.
But students who make all <i style="mso-bidi-font-style: normal;">A</i>s are not
considered heroes; they are often considered nerds or otherwise abnormal. What
should be normal is to exercise both body and brain.<span style="text-indent: 27pt;"> </span></p>
<p class="MsoNormal"><b>Sources, Exercise</b><o:p></o:p></p>
<p class="MsoNormal">Hillman, C. H., Pontifex, M. B., Raine, L. B.,<span style="mso-spacerun: yes;"> </span>Castelli,, D. M., Hall, E. E., and Kramer,
A.F. (2009). The effect of acute treadmill walking on cognitive control and
academic achievement preadolescent children, Neuroscience, 159 (3), 1044-1054,
https://doi.org/10.1016/j.neuroscience.2009.01.057.<o:p></o:p></p>
<p class="MsoNormal">Miles, Christopher, and Hardman, Elinoir. (2010).
State-dependent memory produced by aerobic exercise. Ergonomics. 41(1), doi.org/10.1080/001401398187297<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-68952224825710616672020-12-24T11:33:00.000-06:002020-12-24T11:33:15.589-06:00Lesson 14a. Lifestyle Matters: Effects of Stress<p>School is stressful. Students also commonly must deal with
emotions arising from boy-girl problems, over-bearing parent problems, bullies,
worries about school, frustrated attempts to be popular, and their future. College
students have enormous adjustments to make in the transition from leaving home
and the cloistered environment they were used to in high school. Older adults
returning to school have to cope with paying the costs, finding time for the family,
and for the job.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal" style="text-indent: .5in;">The aspects of lifestyle that have
the greatest direct effect on learning deal with stress, exercise, and sleep. This post explores stress.<o:p></o:p></p>
<h2>Stress<o:p></o:p></h2>
<p class="MsoNormal"><o:p> A</o:p><span style="text-indent: 0.5in;">ll learning at some point involves
stress. Acute stress, which releases adrenalin, can be a good thing. It pumps
you up and promotes focused attention. However, chronic stress impairs
learning. When students struggle to improve, chronic stress ensues and creates
a vicious cycle in which the stress impairs performance, which produces still
more stress.</span></p><p class="MsoNormal" style="text-indent: .5in;"><o:p></o:p></p>
<p class="MsoNormal" style="text-indent: .5in;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisQZqNXbfDOGG3R6IX5uB5EBET14l1ZumsSYGYE9m_2DnTyGw-ARgTrBUHTyMTI8ui_vCRiUWSCAhWsT1urH2rsscH_-j7icJwZKuH2OCmTIbZq0rziCCTY7wlBMwyzVWnwyta6Q/s2048/pexels-andrea-piacquadio-3807738.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1365" data-original-width="2048" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisQZqNXbfDOGG3R6IX5uB5EBET14l1ZumsSYGYE9m_2DnTyGw-ARgTrBUHTyMTI8ui_vCRiUWSCAhWsT1urH2rsscH_-j7icJwZKuH2OCmTIbZq0rziCCTY7wlBMwyzVWnwyta6Q/w320-h213/pexels-andrea-piacquadio-3807738.jpg" title="from Pexels, Andrea Piacquadio" width="320" /></a></div>I have written numerous
science-based posts on the bad effects of chronic stress on the brain. To
review these and type “stress” into the search field of this blog.<o:p></o:p><p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Scientists have long
known that chronic stress is bad for your brain. Adolescence<span style="text-indent: 27pt;"> seems to be an especially
vulnerable time. Not only is the adolescent brain still being
built, the brain is being re-built during the teen years.</span></p><p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;"><o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Human imaging studies
show the cerebral cortex shrinks during adolescence. In a recent study of
"adolescent" rats, researchers found that the cortex shrinks in both
males and females, and there is a loss of neurons in the ventral prefrontal cortex,
the part of the brain humans use to make rational decisions and do higher-level
thinking. More loss occurred in females than in males.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Until now, the reason
for brain tissue loss has not been clear, but we may be able to explain it by
considering the stresses that afflict teenagers, who routinely endure peer
dismissiveness and bullying. Numerous animal studies show that stress impairs
brain function and memory. Even single bullying exposures can be damaging.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Similar results have
been reported in multiple humans studies. Here is a very real example of
stress-related memory impairment from human bullying in schools that few may
realize. In the study, young healthy men were tested for their ability to
recall lists of 10 positive, 10 neutral, and 10 negative words. The men were
given two minutes to learn the lists and were then tested immediately. Thirty
minutes later they were given a psychosocial stress which included a fictitious
job interview in front of live interviewers and counting backwards in steps of
17 in front of judges. Control groups did a five-minute speech and did the same
counting, but not in the presence of judges. The next day, subjects were tested
again (delayed recall) 10 minutes after cortisol injection. Other psychological
tests were administered and the amount of cortisol in the saliva was measured
at several key points in time.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">The stressed group had
elevated cortisol levels even though the stress was mild. Recall of both
negative and positive emotionally arousing words was impaired, but there was no
effect with neutral words. These effects could not be attributed to decreased
attention or working memory span, which memory tests showed were not affected
by the stress. Providing cues for recall eliminated signs of the stress effect
on emotionally charged words.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">So, this study shows
recall of emotionally charged information can be impaired under stressed
conditions. Imagine how great the deleterious effect of stress could be in
situations where there is real stress, as in witnessing car accidents, crimes,
or dangerous situations in which recalling what happened could be very
important. Studies like this are consistent with many real-life observations
with eye-witness accounts, where what is remembered may well be false.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">The most obvious
stressor for students comes from examinations. “Test anxiety” causes students
to choke, typically failing to recall information they know they know, but just
can’t dredge up under stressful test conditions. <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">A couple of studies
have shown that test scores rise if anxious students are allowed to write about
their test worries for 10 minutes just before a test. It also works to write
down attributes of successful problem solving just before a test.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Why does this writing
alleviate test anxiety? One study showed that such writing increased student
engagement in the test. That is, students who were anxious were distracted by
their anxiety and did not fully engage in solving the problems in the test.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Such writing before an
exam is only beneficial for students who suffer from test anxiety. Other
students don’t need this, and may in fact do worse by such a distraction. The
best way to deal with choking on tests is to: 1) thoroughly know and understand
the material being tested, and 2) develop long-term confidence by a string of
test successes. If you truly “know your stuff” and believe in your ability as a
student, there is no justification for test anxiety.<o:p></o:p></p>
<h3 style="text-align: left;"><o:p> Next Lesson: 14b. Lifestyle Matters: Exercise</o:p></h3>
<h3 style="text-align: left;">Stress Sources:</h3><h2><o:p></o:p></h2>
<p class="MsoNormal">Merz, Christian (2010). Stress impairs retrieval of socially
relevant information. Behavioral Neuroscience. 124 (2), 288-293.<o:p></o:p></p>
<p class="MsoNormal">Newcomer, J. W., Selke, G., Melson, A. K., Hershey, T.,
Craft, S., Richards, K., et al. (1999). Decreased memory performance in healthy
humans induced by stress-level cortisol treatment. Archives of General
Psychiatry, 56, 527–533.<o:p></o:p></p>
<p class="MsoNormal">Vogel, Susanne (2016). Learning and memory under stress:
implications for the classroom. Science of Learning 1(1), 16011. DOI:
10.1038/npjscilearn.2016.11<o:p></o:p></p>
<p class="MsoNormal">Young, A. H., Sahakian, B. J., Robbins, T. W., & Cowen,
P. J. (1999). The effects of chronic administration of hydrocortisone on
cognitive function in normal male volunteers. Psychopharmacology (Berl), 145,
260-266.<o:p></o:p></p>
<p class="MsoNormal">Zoladza, Phillip R., Ashlee J.Warneckea, Sarah A.Woelkea, Hanna
M.Burkea, Rachael M.Frigoa, Julia M.Pisanskya, Sarah M, Lylea, Jeffery
N.Talbotb (2013). Pre-learning stress that is temporally removed from acquisition
exerts sex-specific effects on long-term memory. Neurobiology of Learning and
Memory. 100, 77-87 https://doi.org/10.1016/j.nlm.2012.12.012<o:p></o:p></p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-90957795562988979142020-11-19T12:10:00.000-06:002020-11-19T12:10:12.060-06:00Make neuroscience religion’s ally<iframe style="background-image:url(https://i.ytimg.com/vi/WRHFYUiC3DQ/hqdefault.jpg)" width="459" height="344" src="https://www.youtube.com/embed/WRHFYUiC3DQ" frameborder="0"></iframe><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-51354758877664028082020-11-17T11:38:00.001-06:002020-11-17T11:38:44.647-06:00TriuneBrain Trailer Low Res<iframe style="background-image:url(https://i.ytimg.com/vi/gfC_u7gZcEk/hqdefault.jpg)" width="480" height="270" src="https://www.youtube.com/embed/gfC_u7gZcEk" frameborder="0"></iframe><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-89144242168635691982020-11-15T11:13:00.000-06:002020-11-15T11:13:46.338-06:00Especially Difficult Memorization Tasks. Lesson 13.<p> </p><p class="MsoNormal">Some memory work seems more difficult than others. We have
already covered learning math. Here we will consider such tasks as expanding
vocabulary, learning foreign language, and remembering dates and places, and
music.<o:p></o:p></p>
<h2>Vocabulary<o:p></o:p></h2>
<p class="MsoNormal">The obviously important factor in thinking is vocabulary
(or, in math, number fluency). Everyday thought is conducted with words. A
limited vocabulary limits the range and rigor of thought. Sadly, young people
generally have limited vocabularies. I see this every year even with
upper-division college students in a course where I require them to write
essays. They frequently use words that don't match the ideas they are trying to
convey and fail to use words precisely. Children who grow up in culturally
deprived homes are handicapped because they are exposed to the limited
vocabularies of their parents. Teachers and parents should make it a point to
expose children to new works and to instill a commitment to using words
precisely.<o:p></o:p></p>
<p class="MsoNormal">Research suggests that some review sessions need to be
widely spaced by two months or more from the initial learning. The amount and
spacing of foreign language vocabulary learning has an enormous effect on how
well the material is retained years later.<span style="mso-spacerun: yes;">
</span>In one study, 300 English-foreign word pairs were studied with either 13
or 26 relearning review sessions at intervals of 14, 28, or 56 days. Retention
was tested for 1, 2, 3, or 5 years after the end of training. Although longer
intervals between learning a review impaired acquisition slightly, this was
offset by substantially higher long-term retention.<span style="mso-spacerun: yes;"> </span>Thirteen review sessions spaced at 56 days
yielded retention comparable to 26 sessions spaced at 14 days apart.<o:p></o:p></p>
<p class="MsoNormal">One experiment related to flash cards has examined the role
that retrieval had on the ability to recall that same material after a delay of
a week. College students were to learn a list of 40 foreign language vocabulary
word pairs, which were manipulated so that the pairs either remained in the
list (were repeatedly studied) or were dropped from the list once they were
recalled. It is like studying flash cards: one way is to keep studying all the
cards over and over again; the other way is to drop out a card from the stack
every time you correctly recalled what was on the other side of the card.<o:p></o:p></p>
<p class="MsoNormal">Number of self-testing events and their spacing are
influenced by the number of retrievals that are correct. It helps to repeat
self-testing on cards already correctly recalled. In one study where students
studied flash cards of 35 Swahili-English word pairs, the students were asked
to practice until they got the vocabulary correct using either the entire stack
or five stacks of seven cards each. Researchers instructed students to study
the flashcards until they had gotten each translation correct either once,
five, or 10 times, before taking a final quiz a week later. Getting the stack
correct five times was three times more effective for the final quiz than
getting the stack correct only once. Also, study of one big stack was better
than five little ones. <o:p></o:p></p>
<p class="MsoNormal">A related study examined the correctness effect when
college-aged students were asked to study for a week a pack of 48 paired
Swahili vocabulary words with their English translations. To facilitate
learning, students were taught to use a cue (word, phrase or concept) to link
both words of a pair. Students controlled how many times they felt they needed
to repeat study of a word pair until they reached 1, 3, 6, or 9 correct
retrievals. Immediately after finishing the learning, students gave an
estimated rating of how well they thought they had learned the material. On an
examination given one week later, gains in correct answers were larger with
more correct retrievals during the study period. <o:p></o:p></p>
<p class="MsoNormal">Student predicted judgments of their learning are important
in real-world study because such judgments govern how long students will
practice what their assigned learning. Judgment of learning success was found
to depend on the number of self-testing events, their spacing, and the number
of correct retrievals.<o:p></o:p></p>
<p class="MsoNormal">Another study established that best learning occurs when
students can correctly recall items multiple times during the initial learning
experience. In that study, students studied 70 Swahili-English word pairs
either 1,3,5,7,8, or 10 times during encoding. For example, a cue and target
pair were initially presented to study for 10 seconds. Then during practice the
cue was presented and learners were given eight seconds to show they could
recall the target. Incorrect recalled targets were given a four-second restudy
opportunity before moving on to the next word pair. Pairs continued to be
rehearsed until they reached the assigned level of correct remembering (1, 2,
3, etc.). The subjects were divided into two groups, one taking an exam within
25 min after study and rehearsal and the other one week later. Results revealed
best final exam performance when the test-item presentation intervals were long
and when the final test occurred 25 min after the study and rehearsal. Almost
none of the word pairs were learned when the learning occurred when the
intervals were short and the final test was delayed for a week. The best final
learning occurred when the initial learning practice retrievals were correct
and when more time elapsed between each recall attempt (6-minute lag versus
1-minute lag).<o:p></o:p></p>
<p class="MsoNormal" style="text-indent: .5in;"><span style="mso-bidi-font-size: 12.0pt;">There are some other general strategies for building vocabulary. I have
a couple of ideas based on memory principles. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span><b style="mso-bidi-font-weight: normal;">Learn
word prefixes and suffixes. </b>Prefixes and suffixes are great aids. “Pre”
suggests before or ahead of time; “ism” suggests a state of being, “re”
suggests back or again, and so on.<span style="mso-tab-count: 1;"> </span><o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span><b style="mso-bidi-font-weight: normal;">Learn
word families</b>. Many words come from the same family. If you know what one
word in the group means, you can get the general idea for the others from the
context in which they are used. The other words will be easier to remember
because they are similar to the word you already know. Here are some word
groups.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>despise, despicable, despot,
despotism, despoil <o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>habit, habitat, habitation, habitual,
habitué<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>jet, jettison, jetstream, jetty, jet
set, jetlag, jetsam<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>line, liner, lineman, linear, line
drive, line-up<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>parent, paternal, pater, patriarch,
paternity, patrician, patricide <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: .5in;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-size: 12.0pt;">Create images for strange new
words.</span></b><span style="mso-bidi-font-size: 12.0pt;"> Examples:<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>Gazebo: see yourself staring
(gazing) at the ugliest boy (bo) you ever saw standing in a <span style="mso-tab-count: 1;"> </span>building that only has a roof, no
walls. Feel disgust.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>Adumbrate (meaning incomplete
understanding or explanation): see a “dumb brat” with a dunce cap, sitting in the corner partially hidden by a screen.
Sense the pain he must feel<span style="mso-tab-count: 1;"> </span>at
being so ostracized and tries to hide.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>Daguerreotype (an early photographic
process on metal plate): visualize a picture on a sheet of metal and you have stabbed it with a dagger
because you hate it so much.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>Perspicacious (meaning especially
insightful): see yourself working up a sweat (perspire), scratching your head with question
marks around it, then jumping up with a eureka<span style="mso-tab-count: 1;"> </span>moment
when you realize you figured it out.<o:p></o:p></span></p>
<h2>Foreign Language<span style="mso-spacerun: yes;"> </span><o:p></o:p></h2>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;">In this globally
interconnected world, many people want to learn a foreign language. In my own
case decades ago, I stumbled through Russian and French because they were
required for my Ph.D. Most recently, I am trying Spanish, because I live in
Texas.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>Some things I know that help
learning foreign language is the use of flash cards for vocabulary (using
images, not just the words).<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>Another thing I know is the value of
strategic approaches and planning. For example, I first have to confront my
negative attitude (negative attitudes impair learning). I have a negative
attitude about the irrational things in language. Take the gender business in
Spanish and many other languages. Why does everything have to have a sex
identification, like male and female endings for inanimate objects? That is
just plain stupid! Irregular verbs are another problem. When I was in high school,
I learned Latin, which wasn’t so bad, because it was a much more orderly
language than the modern languages that “evolved” from it. Latin wasn’t broken.
Why didn’t people leave it alone? <o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>My first strategic realization was
that I had to get over my pique. Who was I punishing with my negative attitude?
Certainly not the people who created the irrationalities in the language. No,
my attitude would be a de-motivator for me to learn. So, I tell myself, “Get
over it.”<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>Next, I think about some basic
principles that might expedite my learning. You don’t have to be a professor of
modern languages to know that certain key components in language include the
following:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 40.5pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -22.5pt;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Meaning of words.</span></b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">
Here, try to recognize cognates (words similar to English words you already know.
For other words, try to think of mental images that represent the meaning.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 40.5pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -22.5pt;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Gender identification.</span></b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">
Fortunately, you can usually predict whether a word is male or female just from
the meaning of the word. Most macho-type words are male; soft, feminine type
words are usually female. Unfortunately, there are exceptions, which you just
have to memorize by brute force.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 40.5pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -22.5pt;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Verb conjugation.</span></b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">
Look for patterns. All “regular” verbs have the same pattern. In Spanish, all
verbs end in AR, ER, or IR. The conjugation pattern is similar. For each, you
drop the infinitive ending and add endings to the stem of the word. For AR
words, the ending is either o, as, a (singular) or amos, ais, or an (plural).
For ER words, the endings are o, es, e (singular) or emos, eis, en (plural).
For IR words, the endings are o, es, e (singular), or imos, is, en (plural).
Even irregular verbs have generally predictable patterns, except for a couple
of endings.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 40.5pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -22.5pt;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Counting. </span></b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Here,
again, look for patterns. In Spanish you have to brute-force memorize the first
19 numbers, but thereafter predictable patterns emerge.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 40.5pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -22.5pt;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Articles, like “a,” and “the.</span></b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">”
In Spanish, you only have to remember “un” for “a.” But, since the article has
to be a gender match to the word it refers to, you have to add an “a” (una) to
refer to female words. If you are referring to a definite person, you must use
“el” or “la,” depending on the person’s gender. Plural references add an “s”
(as in “los/las”)<o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Pronouns, like I,
you, he, etc.</b> In Spanish, there is a definite pattern that includes gender
recognition and singular vs. plural. It becomes easier to remember if you
organize words in a table.<o:p></o:p></p>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 118.4pt;" valign="top" width="158">
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><o:p> </o:p></span></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 120.35pt;" valign="top" width="160">
<p align="center" class="MsoNormal" style="text-align: center;"><span style="mso-bidi-font-size: 12.0pt;">Female<o:p></o:p></span></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 109.05pt;" valign="top" width="145">
<p align="center" class="MsoNormal" style="text-align: center;"><span style="mso-bidi-font-size: 12.0pt;">Male<o:p></o:p></span></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160">
<p align="center" class="MsoNormal" style="text-align: center;"><span style="mso-bidi-font-size: 12.0pt;">Male or Male/?<o:p></o:p></span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 1; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 118.4pt;" valign="top" width="158">
<p class="MsoNormal" style="margin-left: .5in;"><span style="mso-bidi-font-size: 12.0pt;">This<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: .5in;"><span style="mso-bidi-font-size: 12.0pt;">That<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: .5in;"><span style="mso-bidi-font-size: 12.0pt;">These<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: .5in;"><span style="mso-bidi-font-size: 12.0pt;">Those<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 120.35pt;" valign="top" width="160">
<p class="MsoNormal" style="margin-left: .5in;"><span style="mso-bidi-font-size: 12.0pt;">esta<span style="mso-tab-count: 1;"> </span><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: .5in;"><span style="mso-bidi-font-size: 12.0pt;">esa<span style="mso-tab-count: 1;"> </span><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: .5in;"><span style="mso-bidi-font-size: 12.0pt;">estas<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: .5in;"><span style="mso-bidi-font-size: 12.0pt;">esás<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 109.05pt;" valign="top" width="145">
<p class="MsoNormal" style="margin-left: .5in;"><span style="mso-bidi-font-size: 12.0pt;">esto or este<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: .5in;"><span style="mso-bidi-font-size: 12.0pt;">eso or ese<o:p></o:p></span></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160">
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left: .5in;"><span style="mso-bidi-font-size: 12.0pt;">estos<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: .5in;"><span style="mso-bidi-font-size: 12.0pt;">esos<o:p></o:p></span></p>
</td>
</tr>
</tbody></table>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="text-indent: .5in;"><span style="mso-bidi-font-size: 12.0pt;">Well, you may not want to learn Spanish, so I won’t expand further. My
point here is that learning is greatly facilitated when you look for patterns.
Memorize the patterns, and it is easier to memorize the specifics.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>The point is this: structure your
learning material in ways that work best for you. Develop a strategy. Look for
patterns. A strategic approach should also include developing ways to
categorize things in the most useful way for memorization.<o:p></o:p></span></p>
<h2>Dates and Places<o:p></o:p></h2>
<p class="MsoNormal">There is a number coding system that makes it easier to
remember numbers. This is especially useful for remembering dates. The code is
as follows:<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">The principle is to
first convert an integer (0 through 9) to a letter that is a consonant. Then
insert vowels between the consonants to create a word that can be imaged. Words
are constructed by insert vowels, which are neutral and do not affect the
scheme. Think of vowels as wildcards. So, in the example above, 44 stands for
“rower,” with the word constructed by inserting appropriate vowels between the
two r’s that represent number four.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">A set of rules
determines how to construct number-associated images. The rules dictate what
letters and sounds go with numbers 1 through 0, as follows:<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><o:p> </o:p></b></p>
<p class="MsoNormal" style="margin-left: 1.4pt; text-indent: 25.6pt;"><b style="mso-bidi-font-weight: normal;">Number — Letter or Sound — Mnemonic Aid<o:p></o:p></b></p>
<p class="MsoNormalCxSpMiddle" style="margin-left: 1.4pt; mso-add-space: auto; tab-stops: center 27.0pt 2.0in left 3.5in; text-indent: 27.0pt;">1 — t or d — each
letter has one down stroke<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="margin-left: 1.4pt; mso-add-space: auto; tab-stops: center 27.0pt 2.0in left 3.5in; text-indent: 27.0pt;">2 — n or kg/gn —
two down strokes (kn/gn have same sound)<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="margin-left: 1.4pt; mso-add-space: auto; tab-stops: center 27.0pt 2.0in left 3.5in; text-indent: 27.0pt;">3 — m — three down
strokes<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="margin-left: 1.4pt; mso-add-space: auto; tab-stops: center 27.0pt 2.0in left 3.5in; text-indent: 27.0pt;">4 — r — last
letter of word “four”<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="margin-left: 1.4pt; mso-add-space: auto; tab-stops: center 27.0pt 2.0in left 3.5in; text-indent: 27.0pt;">5 — L — Roman
numeral<span style="mso-spacerun: yes;"> </span>for the five in 50<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="margin-left: 1.4pt; mso-add-space: auto; tab-stops: center 27.0pt 2.0in left 3.5in; text-indent: 27.0pt;">6 — j,<span style="mso-spacerun: yes;"> </span>ch, sh,<span style="mso-spacerun: yes;">
</span>soft g — reverse J looks like 6, <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; tab-stops: center 2.0in left 3.5in; text-indent: -27.0pt;">7 — k, ck, hard g or c —
attach a flipped 7 to a straight line on its left<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="margin-left: 1.4pt; mso-add-space: auto; tab-stops: center 27.0pt 2.0in left 3.5in; text-indent: 27.0pt;">8 — f, ph, v — F
joined with another upside down F<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="margin-left: 1.4pt; mso-add-space: auto; tab-stops: center 27.0pt 2.0in left 3.5in; text-indent: 27.0pt;">9 — p or b — backwards
p or a rotated b look like 9<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="margin-left: 1.4pt; mso-add-space: auto; tab-stops: center 27.0pt 2.0in left 3.5in; text-indent: 27.0pt;">0 — z, s, soft c —
Z as in zero, soft c as in cent<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;"><o:p> </o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">It may seem like a lot
of trouble to memorize these rules, but once done, it gives you a lot of memory
power. You can construct all sorts of images based on these rules (see
number-image list below for 1 to 100).<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">The words, all nouns,
that you make up from these consonants can be a single word that includes all
the consonants or several words that are sequentially linked. The number system
can be useful for long-term remembering of some things, like dates, for
example. If you wanted to remember that the Declaration of Independence was
signed on July 4, 1776, you could build a memorable picture as follows: a
number code for 1776 could be dog (17) and cage (76). Couple this with whatever
image comes to mind for the Declaration, such as the liberty bell. Now picture
your dog sleeping in its cage crate, being awakened by the ringing bell. For
the link to July 4, you might want to add a firecracker image that goes off
after the bell rings, like a Pavlov experiment where the bell rings,
unconditioned firecracker stimulus goes off, and dog responds with jumping
around in his cage.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">The other use for this
system is to create an easily remembered peg list. To convert this to a
numbered peg list, you make up words using these rules. For example:<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;"><o:p> </o:p></p>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0; mso-yfti-lastrow: yes;">
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 93.5pt;" valign="top" width="125">
<p class="MsoNormalCxSpMiddle">1<span style="mso-spacerun: yes;"> </span>tie<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">2<span style="mso-spacerun: yes;"> </span>knee<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">3 ma (mom)<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">4 rye<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">5 law<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">6 jaw`<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">7 key<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">8 ivy<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">9 bow<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">10 toes<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">11 tot<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">12 tin<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">13 dam<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">14 door<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">15 tail<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">16 dash (-)<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">17 tack<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">18 dove<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">19 tub<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle">20 nose<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle"><o:p> </o:p></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 93.5pt;" valign="top" width="125">
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt; text-indent: 27.35pt;">21
nut<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt; text-indent: 27.35pt;">22
nun<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt; text-indent: 27.35pt;">23
Nero<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt; text-indent: 27.35pt;">25
nail<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt; text-indent: 27.35pt;">26
nacho<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">27
neck<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">28
knife<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">29
knob<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">30
mice<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">31
mat<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">32
moon<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">33
mummy<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">34
mower<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">35
mule<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">36
match<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">37
mug<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">38
movie<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">39
mop<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">40
rice<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;"><o:p> </o:p></p>
<p class="MsoNormalCxSpMiddle"><o:p> </o:p></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 93.5pt;" valign="top" width="125">
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">41
rat<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">42
rain<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">43
ram<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">44
rower<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">45
roll<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">46
roach<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">47
rock<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">48
roof<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">49
rope<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">50
lace<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">51
lot<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">52
lion<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">53
lime<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">54
lure<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">55
lily<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">56
leash<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">57
log<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">58
lava<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">59
lip<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">60
cheese<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle"><o:p> </o:p></p>
<p class="MsoNormalCxSpMiddle"><o:p> </o:p></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 93.5pt;" valign="top" width="125">
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">61
sheet<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">62
chain<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">63
jam<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">64
cherry<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">65
jail<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">66
judge<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">67
check<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">68
chef<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">69
ship<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">70
case<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">71
cot<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">72
coin<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">73
cam<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">74
car<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">75
coal<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">76
cage<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">77
cake<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">78
cave<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">79
cap<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 10.35pt 1.5in 3.0in 4.5in; text-indent: 27.35pt;">80
fez (hat)<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle"><o:p> </o:p></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 93.5pt;" valign="top" width="125">
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">81 foot<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">82 phone<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">83 foam<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">84 fur<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">85 file<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">86 fish<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">87 fog<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">88 fife<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">89 fob
(watch fob)<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">90 bus<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">91 bar<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">92 bone<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">93 bum<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">94 bear<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">95 bell89
fob (watch fob)<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">90 bus<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">91 bar<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">92 bone<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">93 bum<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">94 bear<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">95 bell<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">96 beach<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">97 book<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">98 beef<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">99 pipe<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 1.5in 3.0in 4.5in;">100 daisy<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle"><o:p> </o:p></p>
</td>
</tr>
</tbody></table>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 2.0in;"><o:p> </o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 2.0in; text-indent: 27.35pt;">Although
the list has 100 pegs, they are relatively easy to memorize because they are
constructed by a rule. If you know the rules for converting numbers to letters,
you can even generate your own word peg in case you forget.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="tab-stops: 2.0in; text-indent: 27.0pt;">There are
even more powerful uses of this code than remember numbers or dates. Suppose
you are trying to memorize a textbook, page by page. Suppose on page 47 (rock)
the page explains alpha rhythms, showing an EEG trace, and pointing out that
they occur mostly when eyes are shut and that alcohol and sedatives lower the
frequency. So, to remember this, you visualize a rock floating on ocean waves
that look like the graphs you saw in the book. You only see this image when you
shut your eyes. Imagine opening your eyes and the rock/wave image goes away.
Shut your eyes, see the rock/waves again. Then imagine drinking a beer, and the
waves get larger and slower (i.e., fewer of them). <o:p></o:p></p>
<p class="MsoNormalCxSpLast" style="tab-stops: 2.0in; text-indent: 27.0pt;">You could
go through a whole textbook like this. How would you deal with several textbooks?
This problem, not easily solved, is how to un-remember what is on the pegs.
After all, you use the pegs over and over again for different items. Actually,
this did not seem to be a problem when I was using this system to memorize
magazine content. Clearly, this system works best only for items you just want
to remember for a short while.<o:p></o:p></p>
<h2>Music<o:p></o:p></h2>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;">Music is hard for
most people to learn. You not only have to memorize the notes, their timing,
and sequence, but you have to train the body parts like fingers, lips, and
tongue to execute the notes. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>“You’ve probably heard the old joke:
“How do I get to Carnegie Hall?” “Practice, practice, practice!” Well music
practice does take time, and it’s probably not a satisfying answer for people
looking to learn music quickly. But surely there are techniques and strategies
to expedite the process. Here’s one method I’ve created using related memory
principles:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="text-align: left; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Skim
the whole score to identify hard and easy parts and phrases that repeat. Then
start at the beginning, memorizing in chunks, one or a few bars at a time,
depending on the capacity of your working memory. After memorizing a bar or
phrase, see if you can play it without peeking. Musicians do not learn a new
piece from beginning to end all at once. They often start at the beginning of a
piece and learn a small section until they get it right. Then they learn the
next piece. Then they practice stitching the pieces together. They repeat this
process until they get to the end. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="text-align: left; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Memorize
the mechanical acts needed to play the notes (keys on a piano, valves on a
clarinet, etc.). Learn one hand at a time. Look at the hands and keys while
playing.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="text-align: left; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Play
what you have just memorized from memory and repeat until you feel it is
mastered. Play one hand at a time, then play with both together. Don’t peek at
the score until after you have played the section. Check for any errors in your
recall.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="text-align: left; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Play
the chunk slowly at first, then test the tempo by playing with a metronome.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="text-align: left; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Move
to a different chunk and repeat steps 1-3. Add one bar or phrase at a time.
Mark sections of the score as they are learned.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="text-align: left; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Join
the latest chunk with those previously learned and play from the beginning.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="text-align: left; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">7.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">In
the next practice session, rehearse what was learned in the previous session
before moving on to new material.<o:p></o:p></span></p>
<h2>Sources:<o:p></o:p></h2>
<p class="MsoNormal">Bahrick, H.P., Bahrick, L.E., Bahrick, A.S., & Bahrick,
P.E. (1993). Maintenance of foreign language vocabulary and the spacing effect.
Psychological Science, 4, 316–321.<o:p></o:p></p>
<p class="MsoNormal">Klemm, W. R.<span style="mso-spacerun: yes;"> </span>Memory
Power 101. (New York: Skyhorse).<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-91471241065109143662020-10-29T15:10:00.000-05:002020-10-29T15:10:26.888-05:00Delibrate Practice. Lesson 12<p> </p><p class="MsoNormal">In prior lessons we learned some of the key principles of
memorization: <o:p></o:p></p>
<blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Lesson 1: encoding, consolidation, retrieval,
reconsolidation</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Lesson 2: getting motivated</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Lesson 3: paying attention</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Lesson 8: making associations</p></blockquote></blockquote><p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoNormal"><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMnWycQ8RA2MAVKZBLyrAs3vIUwhDzI-P2Mw-OIFgjQvBuU86xzYmyqT9sFzLWT4_Jd27t0CUABF_0Uh7a-XGJ4hB1WntpX8W0j2qfnu2bnHfIzxKQ3Zw2rjS14rUOLWwLVlcN4A/s2048/jonathan-chng-QKIcW_4Qlqw-unsplash.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1365" data-original-width="2048" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMnWycQ8RA2MAVKZBLyrAs3vIUwhDzI-P2Mw-OIFgjQvBuU86xzYmyqT9sFzLWT4_Jd27t0CUABF_0Uh7a-XGJ4hB1WntpX8W0j2qfnu2bnHfIzxKQ3Zw2rjS14rUOLWwLVlcN4A/s320/jonathan-chng-QKIcW_4Qlqw-unsplash.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="background-color: whitesmoke; color: #111111; font-family: -apple-system, BlinkMacSystemFont, "San Francisco", "Helvetica Neue", Helvetica, Ubuntu, Roboto, Noto, "Segoe UI", Arial, sans-serif; font-size: 14px; text-align: start; white-space: nowrap;">Photo by </span><a class="google-drive-opener" href="https://unsplash.com/@jon_chng?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText" style="background-color: whitesmoke; box-sizing: border-box; color: #767676; font-family: -apple-system, BlinkMacSystemFont, "San Francisco", "Helvetica Neue", Helvetica, Ubuntu, Roboto, Noto, "Segoe UI", Arial, sans-serif; font-size: 14px; text-align: start; text-decoration-skip-ink: auto; transition: color 0.1s ease-in-out 0s, opacity 0.1s ease-in-out 0s; white-space: nowrap;">Jonathan Chng</a><span style="background-color: whitesmoke; color: #111111; font-family: -apple-system, BlinkMacSystemFont, "San Francisco", "Helvetica Neue", Helvetica, Ubuntu, Roboto, Noto, "Segoe UI", Arial, sans-serif; font-size: 14px; text-align: start; white-space: nowrap;"> on </span><a class="google-drive-opener" href="https://unsplash.com/s/photos/practice?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText" style="background-color: whitesmoke; box-sizing: border-box; color: #767676; font-family: -apple-system, BlinkMacSystemFont, "San Francisco", "Helvetica Neue", Helvetica, Ubuntu, Roboto, Noto, "Segoe UI", Arial, sans-serif; font-size: 14px; text-align: start; text-decoration-skip-ink: auto; transition: color 0.1s ease-in-out 0s, opacity 0.1s ease-in-out 0s; white-space: nowrap;">Unsplash</a><br /></td></tr></tbody></table><br />We will learn how to implement these principles in this
lesson on Deliberate Practice. Anders Ericsson and his colleagues came up with
the idea of deliberate practice during the 1990s, based on their study of
musicians. The researchers saw that deliberate practice requires considerable
time investment, but it is more than just repeating what you are trying to
master. It is not “drill and kill.” It is practice in which you:<o:p></o:p></p>
<blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Have a clear long-term objective in mind.</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Plan what you need to do in detail.</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Monitor how you executed the plan, with
attention to specific details.</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Noticing what to avoid and what to repeat in the
future.</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Apply corrective feedback to adjust the plan if
needed and remind yourself what you need to do different next time.</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Affirm and reward yourself for progress.</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Get coaching from an outside source, like a
teacher.</p></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Keep raising the standards for acceptable
performance. </p></blockquote></blockquote><p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">When
I transitioned from a D student in the 4<sup>th</sup> grade to an A student in the
7<sup>th</sup> grade, I think the change was made possible through deliberate
practice. Though I did not understand much about deliberate practice, I did
intuitively use some elements of it. Penmanship class was likely the turning
point, because deliberate practice is baked into the learning. When I looked a
drawing of a cursive “a” and tried to duplicate it, the results were tangible
and immediate. I had to think about where my drawing missed the mark and what I
needed to do to make it look better. I had to keep repeating the process until
what I produced looked like the instructional example. Aside from the utility
of learning cursive, this may be the most beneficial example of teaching
penmanship in school. Few schools do that these days.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle"><o:p> </o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">Until
you have mastered the learning goal, deliberate practice is a cyclic process
that is repeated again and again. Most everyone has had this kind of learning
experience at some point, usually when they are trying to perfect some kind of
physical action. If you were in school band, for example, you used deliberate
practice to memorize sheet music and master your instrument. If you were in a
sport, you used deliberate practice in perfecting the movement skill sets.</p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">If
you did not have these experiences, here is one you can try right now: To
perfect learning how to stand on one foot in a yoga pose, you could just do it
repeatedly without thinking about what you have to do to make it work. Try it.
You will see that does not work well. Now try it again, focusing on a visual
spot far away and think about what muscles in your foot you have to activate to
keep you balanced. These deliberate tactics will train you much faster to
master this task.</p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">Deliberate
practice is not limited to physical movements. It is equally applicable to
mastering school work. The practice objective might likely be to perform better
on exams or to develop competence you know will be required in later courses.</p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 0in; mso-add-space: auto;">Study
sessions need to be strategic. That is, at the time you are studying, you need
to think about what you need to do to make your memorization better. You may
need to pump up your motivation level. You will need focus and self-discipline
to work outside your comfort zone. Perhaps you need to invent better mnemonics.
You need to think about how often to repeat self-testing forced recall. You
need to contrive ways to apply what you are trying to learn. You need to take
practice quizzes and solve related problems. You need a way to check on the
completeness of your understanding. You need to have a way to check on the
correctness of your recall and establish criteria for satisfactory mastery. <o:p></o:p></p>
<h3 style="text-align: left;"><span class="Heading2Char"><span style="font-size: 14.0pt; mso-bidi-font-size: 13.0pt;">Next Lesson:</span></span></h3><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Especially difficult learning tasks</p>
<h3 style="text-align: left;">Sources:</h3>
<p class="MsoNormal">Clear, James<span style="mso-spacerun: yes;"> </span>(n.d.)
Deliberate practice and how to use it. https://jamesclear.com/deliberate-practice-theory</p>
<p class="MsoNormal">Keep, Ben (n.d.) Deliberate practice in the classroom. The
Learning Curve. https://www.the-learning-agency-lab.com/the-learning-curve/deliberate-practice-in-the-classroom<o:p></o:p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSY0yp0Aq8WRwL3kriKH5WP64vFVcNpkshWUm8lob694WL-WX72oYh5uE1kC4YTmWU6VNLyW5WJAvqmjqUCK7I5ZHPF6WPxyZ-mCJy8_DIkVfeVDvS1KLt4QtrXW5Tqvs8mI2rxQ/s1201/Klemm_Logo_Black_Transparent-03.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1201" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSY0yp0Aq8WRwL3kriKH5WP64vFVcNpkshWUm8lob694WL-WX72oYh5uE1kC4YTmWU6VNLyW5WJAvqmjqUCK7I5ZHPF6WPxyZ-mCJy8_DIkVfeVDvS1KLt4QtrXW5Tqvs8mI2rxQ/s320/Klemm_Logo_Black_Transparent-03.png" /></a></div><br /><p class="MsoNormal"><br /></p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-50077500579699229832020-10-16T10:04:00.000-05:002020-10-16T10:04:31.561-05:00Learning and Memorizing Math. Lesson 11<p>There was a time that I thought that understanding math was
more useful than memorizing it. A certain amount of memorization is essential,
especially for lower-level math. For example, you need to memorize the
multiplication table up to 9 x 9 in order to be able to multiply two four-digit
numbers.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">In elementary and high school, this was not an issue for me,
because I did not have to work very hard to understand or memorize it. In
college, however, they threw engineering calculus at me, and that was a very
different story, not so easy. This was in second semester of my freshman year
at the University of Tennessee. I struggled to understand the formulas and
going into the final exam, my grade was an F. In desperation, I gave up trying
to understand the calculus concepts. Instead, I memorized all the formulas we
had covered in the course and the kinds of problems that each could solve. I
made a 100 on the final exam, which converted my F to a C. While the
memorization served a useful purpose, my lack of understanding would surely have
doomed me if I had been in a curriculum that required more advanced classes
later.<o:p></o:p></p>
<p class="MsoNormal">Now, many decades later, I discover that a similar
experience happened to the author of an article published by the Dana Center.
The author, Monette McIver, liked math before she went to college, and it was
relatively easy. But college math was too challenging, and she too realized
that maybe she should just focus on memorizing what was necessary rather than
trying to understand. She actually got an undergraduate degree in math that
way. She laments having to do this, however, because she really wanted a career
as an engineer, and she did not end up with needed level of understanding.<o:p></o:p></p>
<p class="MsoNormal">So, what should you do when faced with overwhelming math
challenges? I say, memorize it, in order not to be overwhelmed, but as you move
along, keep striving for understanding. And seek out the teachers who are good
at explaining the math. While the modern focus on understanding math, as in
“New Math” and “Common Core,” is commendable, it too often leaves students
confused, and they don’t learn the basics either. There is a certain utility in
memorizing multiplication tables, even if you understand the principles well
enough to build a table. The trick is in discovering what should be memorized
to free you to apply that knowledge for higher-level problems. Here are some
basic principles that might help:<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Use
the math you do know to help you figure out the math you do not know. For
beginners, work on developing number sense. For example, when asked to solve 7
x 8 question, someone with number sense may have memorized 56, but they would
also be able to work out that 7 x 7 is 49 and then add 7 to make 56, or they
may work out ten 7’s and subtract two 7’s (70-14). Alternatively, know that 7 x
8 means 7 rows of 8 or 8 rows of 7, to enable you to realize that 7 x 7 = 49
plus 7 makes 56. Mnemonics are very helpful with the memorization: for example:
56 = 7x8 is the numbers 5 6 7 8 in order.</p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Solve
many problems at the level you do understand. This will reinforce the
memorization, and seeing the same issues in different contexts will gradually
build up understanding.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]-->3.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Try
to identify, understand, and memorize the really crucial concepts and
definitions that underlie many other math ideas. Examples include words like
function, theorem, angle, tangent, sine, cosine, derivative, integral, matrix. <o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]-->4.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Learn
a special case of a math concept first and then generalize to more abstract
extensions as your understanding improves.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]-->5.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Whenever
feasible, make drawings to illustrate a concept.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]-->6.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Find
good learning sources. Many are on the Internet. One of the best sites is Kahn Academy<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]-->7.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->At
the appropriate age, master algebra. It is fundamental to most of higher math.<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]-->8.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Develop
mnemonic devices, but only for basic ideas and don’t overdo it. The point is to
use memorization as an adjunct to mathematical thinking, not as a substitute
for it. <o:p></o:p></p>
<p class="MsoNormal">In one lesson, I can’t cover much mathematics, but I will choose
a fundamental of trigonometry to illustrate my point to identify what is useful
to memorize and what you need to think through. To remember the core ideas of a
triangle, the features you need to memorize are labeled in the figure below.</p><p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBGRydI8J0qKUOKVZ0AFH7wigCVQdjPdWKnbnSYSXSX3aSgVWqT5D2PHyxwEmmvG2PMu4qU35U3vwEBtbSOGCff-XXZvMXfD9y8hdK_2cRaC4-joNxvw7lmL_dDLdqTXUgpqZeCg/s1280/trianglediagram.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBGRydI8J0qKUOKVZ0AFH7wigCVQdjPdWKnbnSYSXSX3aSgVWqT5D2PHyxwEmmvG2PMu4qU35U3vwEBtbSOGCff-XXZvMXfD9y8hdK_2cRaC4-joNxvw7lmL_dDLdqTXUgpqZeCg/s320/trianglediagram.jpg" width="320" /></a></div>First, realize that the lines are measures of distance
(a,b,c,). For future reference you could think of lines a and b as y and x axes
of a graph, but this is not relevant here. The lines could be labeled anything.
Notice also there are three angles (1,2,3). They also could be labeled
anything. Mathematicians like to use Greek and for angles, they often use theta
(θ). Angle #1 is a special angle, called a <b>“right”
angle. </b>I don’t know why it is called “right,” but you might think of it
being the right angle to focus on in a triangle: because it is 90<sup>o</sup>
by definition, the sum of the other two angles is also 90.<sup>o</sup> Can you
figure out why the other two add up to 90? On a scratch sheet, draw two
triangles stacked against each other to form a square and a horizontal line
running from top left to bottom right. The box has four 90<sup>o</sup> angles
if you remove the diagonal line.<sup> </sup>On the right you see that if you
flip line b to form a straight line, you have created a 180<sup>o</sup> angle,
and if you keep on moving the line around, you create a circle of 360<sup>o</sup>.
I have no idea why a circle is defined as having 360 degrees. Some
mathematician early knew it would be useful to carve a circle up into angular
pieces and for what ever reason decided 360 would be a good number (not too
small, not too big).<p></p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">See that there are three boundaries, a, b, and the longest
one, c, which is always defined as the hypotenuse. At about this point, you
should be asking, “What is the point of all this? What is the ultimate
objective?” The answer is that trigonometry allows you to calculate certain
dimensions without actually having to memorize or even measure them. <o:p></o:p></p>
<p class="MsoNormal">At this point you must memorize that in a right triangle the
longest line (c) is called the “<b>hypotenuse.</b>”
Each of the two variable angles has a line opposite to it and the other non-hypotenuse
line is called the <b>adjacent</b> side. <b>Sine is arbitrarily defined as opposite/hypotenuse</b>,
<b>cosine as adjacent/hypotenuse</b>, and <b>tangent as opposite/adjacent</b>. In the
diagram above, the sine of angle 3 is a/c, the cosine is b/c, and the tangent
is a/b. With these ideas firmly cemented in memory, you are now free to explore
the mathematical consequences and uses. <o:p></o:p></p>
<p class="MsoNormal"><b>Sine</b>, <b>cosine</b>, and <b>tangent</b> are just names; they could have been called anything. But
they are useful because they are a way to label the ratios of the lengths of
any two sides of the triangle. If you divide the denominator of the ratio into
the numerator, you calculate the length of the third side without having to
measure it. <o:p></o:p></p>
<p class="MsoNormal">You could, for example, measure on of the angles with a
protractor and now instantly know the degree of the other angle that is not the
right angle of 90.<sup>o</sup> If angle 3, for example is 35<sup>o</sup>, then
angle 2 is 55.<sup>o<o:p></o:p></sup></p>
<p class="MsoNormal">Note also that the two non-right angles are complementary.
They sum to 90<sup>o </sup>and moreover, the sine of one is equal to the cosine
of the other. The equations can be consolidated, as follows:<o:p></o:p></p>
<p align="center" class="MsoNormal" style="text-align: center;">Sin 35<sup>o</sup> =
a/c, Cos 55<sup>o </sup>= a/c, therefore, the sin of any angle, θ, = cos 90 -
(θ).<o:p></o:p></p>
<p class="MsoNormal">With these few examples, you can see the usefulness for
learning math of combining some memorization with reasoning.</p>
<p class="MsoNormal"> <o:p></o:p></p>
<h2>Next Lesson: #11. Deliberate Practice<o:p></o:p></h2>
<p class="MsoNormal">Sources: <o:p></o:p></p>
<p align="center" class="MsoNormal" style="text-align: center;"><a href="https://www.khanacademy.org/math/geometry/hs-geo-trig/hs-geo-complementary-angles/v/sine-and-cosine-of-compl">https://www.khanacademy.org/math/geometry/hs-geo-trig/hs-geo-complementary-angles/v/sine-and-cosine-of-compl</a><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">McIver, Monette.
(2018). Memorization versus understanding. Better approaches to teaching
mathematics. May 26. <a href="https://www.utdanacenter.org/blog/memorization-versus-understanding-better-approaches-teaching-mathematics">https://www.utdanacenter.org/blog/memorization-versus-understanding-better-approaches-teaching-mathematics</a></span><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com1tag:blogger.com,1999:blog-14867039.post-44244873704870932312020-10-04T12:38:00.000-05:002020-10-04T12:38:29.287-05:00Learning from Lectures, Readings. Lesson 10<p> Effective learning takes much less time if you “study
smart.” To “study smart,” you need to approach learning in a deliberate way. To
study smart, think about the strategies and tactics you need to be using to
master a learning challenge. Be aware of any need to change strategies and
tactics that are not working well for you.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Best learning occurs during lectures and videos if you make
it a point to be alert and aware. The best approach is to <b style="mso-bidi-font-weight: normal;">think about</b> what you are trying to memorize. Ask yourself questions
about the information, such as:</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLq5n6L8RUUhyphenhyphengzwYsKNMqvZwHjoM2ranRYxCAVHi4QxDp7wFdngYjNH1FEt54wuWjEkilOsm5gfTNXJLqF33QciLDCpEoTJHVB1Kb4ZHAktqMorRYHmpL8NzOpgQiNlPkLf-aUw/s1500/thinking.pexels-photo-1189941.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1500" data-original-width="1000" height="393" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLq5n6L8RUUhyphenhyphengzwYsKNMqvZwHjoM2ranRYxCAVHi4QxDp7wFdngYjNH1FEt54wuWjEkilOsm5gfTNXJLqF33QciLDCpEoTJHVB1Kb4ZHAktqMorRYHmpL8NzOpgQiNlPkLf-aUw/w230-h393/thinking.pexels-photo-1189941.jpeg" width="230" /></a></div><p></p><p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">What
is missing that would be useful to know?<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">What
do I not understand?<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">Where
can I get this explained better?<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">How
can I apply this information to what I already know, to other parts of the
course, to other courses, and to different kinds of problems?<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">What
new ideas does this give me?</span> <o:p></o:p></p>
<p class="MsoNormal">Think about the information in different ways, in other
contexts. Think about how the information relates to what you thought you <b style="mso-bidi-font-weight: normal;">already</b> knew. What is new about it that
you need to incorporate into your knowledge arsenal? </p>
<h2>Readings</h2>
<p class="MsoNormal">Anybody old enough to be taking these lessons on improving
learning and memory knows how to read. Right? Not necessarily. First, we have
to address how students are taught the mechanics of reading. Significant
numbers of people were not taught phonics, which was the traditional way of
teaching literacy for hundreds of years in almost all languages. Then some
educators thought learners could just skip the phonics stage and move directly
to “whole-language.” The basic idea of whole language reading is to prevent
learners from breaking down sounds in a word individually, but to fix the eyes
on whole words and associate them with prior knowledge.<o:p></o:p></p>
<p class="MsoNormal">I think that the correct way to literacy is to begin first
with phonics. Then as learners master the sounds of the alphabet, they can
sound out strange words and decode their meaning. Once phonics is learned,
whole language becomes a way to read words, rather than consciously sounding
out each syllable. The International Reading Association (IRA) has supported
the inclusion of phonics in the whole language approach to literacy.<o:p></o:p></p>
<p class="MsoNormal">Actually, this still leaves the problem of plodding along
one word at a time. Optimal reading requires clusters of multiple words at a
time, speeding the amount of material accessed. Thinking about word clusters
imparts linguistic meaning faster and better than plodding through one word
after another. <o:p></o:p></p>
<p class="MsoNormal">To see word clusters properly, you need to train you eyes to
pop along from one fixation point in a line to the next point to the right,
then the next, and so on. You might not know that everything the eyes see,
whether it is text or nature scenes, results from quick snaps of eye movement
from one fixation target to another. These quick jumps are called saccades. The
trick is to expand the size of the visual target that is seen with each snap,
that is, increase the number of words you see at each snap of the eyes from
fixation point to the next fixation point. Just by trying to do this, you can
increase the number of words seen at each fixation. At first it may just be one
or two words. Soon, your eyes will take in four or five words with each snap of
the eyes. This kind of training requires deliberate practice, but if you think
hard about what you are trying to do, it starts to become automatic. Good
readers take in a whole line of text in a book, for example, in two to three
eye snaps. Tests show that readers with average reading speed can double or
triple their reading speeds with no loss of comprehension.<o:p></o:p></p>
<p class="MsoNormal">Key points to remember:<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">Preview
the reading material to get a feel for what it is like.<span style="mso-spacerun: yes;"> </span>Note the heading and subheadings. Think about
the overall scope of what is covered and not covered.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">Think
about your purpose ahead of time. Ask yourself, “What am I supposed to get out
of this reading?” “What am I supposed to understand and remember.”<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">Skim
first, looking for the paragraphs that matter the most. The first and last
sentences in a paragraph usually provide the best clues as to which paragraph
is most important.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">Make
yourself interested in what you must read. You punish yourself by allowing boredom.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">Adjust
your pace according to the denseness and difficulty of information.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">Try
to reduce the number of times you skip back to re-read. If this is a problem,
work on your concentration and focus. Don’t let you mind wander when you read.
Definitely, do not multi-task.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">At
first you may want to move your finger or a pointer underneath each line to
guide your eye snaps. But as you practice and get better, try to eliminate this
crutch.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">Do
not move tongue or lips to simulate saying the words inside your head. If you
tend to do this, make it a point to hold the tip of your tongue against the
roof of your mouth.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">At
each eye snap, THINK about what the words, as a group, mean.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">Make
sure you actually see all the words at each fixation point. If you can’t see
all the words at each fixation, decrease the number of words you expect to
register until you get better at this.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">As
you realize you are getting better at these eye snaps, increase the speed of
snapping.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">Pause
from time to time to reflect on what you just read. Ask yourself to recall the
information you just read. Ask yourself how you could and should use the
information. Ask yourself how the information fits you existing knowledge and
understanding. Ask yourself what you still do not understand? Ask yourself what
information you need or want that has not been covered yet.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif;">When
you finish, DO SOMETHING with what you just read. Self-quiz. Write notes.
Report to others what you just read. Use the information in a different way. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto;"><span style="font-family: "Times New Roman",serif;"><o:p> </o:p></span></p>
<p class="MsoNormal">If you search on the web for “learning how to speed read,”
you will find numerous explanations of how to improve reading mechanics. There
are even computer apps that help train your eyes attend rapidly presented
words, one at a time in rapid succession. See the review of 10 of these apps at
<a href="https://bookriot.com/best-speed-reading-apps/">https://bookriot.com/best-speed-reading-apps/</a>.
Many apps use the RSVP method in which words are presented at a preset speed.
Sprint has a free browser based trainer that allows you to increase the number
of words presented each time, which helps you learn how to expand the size of
the visual field. However, this method fails to teach you how to snap your eyes
across a minimum number of fixation points per line of text (see video at <a href="https://www.youtube.com/watch?v=kmDMrxUSXKY">https://www.youtube.com/watch?v=kmDMrxUSXKY</a>).
I have not found any apps that train you to do what really matters: snap your
eyes appropriately across each line of text and engage larger and larger visual
fields with each snap.</p>
<h2>Lectures</h2>
<p class="MsoNormal">Many of the thinking aspects mentioned above for reading
apply also to learning from lectures or on-line videos. Lectures and videos may
demand more attentiveness that reading because it is not so easy to slow things
down or pause or go back to reconsider information that did not register well.
To help information register more effectively, it helps to do some advanced
preparation. Good teachers may give you a reading assignment related to the
lecture. The more you learn from this pre-reading material, the more you will
comprehend and remember from the lecture.<o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">This brings up the
point that the goal for lectures or videos is to learn as much as you can at
the time. You may not get a second exposure to an unrecorded lecture. A classroom
environment presents a special challenge. Once there, you are more or less
trapped and your time is pre-committed. As long as you are in class, you might
as well bring your A-game so you get the most out of your time commitment.
Students who are charged up, fully expecting to aim to remember everything
presented in class, are the most likely to remember the most. Be as engaged in
discussion if it is allowed. In my experience both as a student and an
instructor, I have found the best kind of engagement is asking good questions
silently to yourself or of the teacher when questions are solicited. Asking
good questions requires deep thinking and deep thinking is the best kind of
memory rehearsal. Such thinking and the Q&A that follow obviously can help
understanding. <o:p></o:p></p>
<p class="MsoNormal">Everything learned in class is something you don’t have to
study much after class. Besides, being fully engaged in classroom activities
makes class more interesting —certainly more useful.</p>
<p class="MsoSubtitle" style="text-align: center;"><span lang="X-NONE" style="color: windowtext; font-family: "Book Antiqua",serif;">Get “up” for class, expecting to remember everything.</span></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">It should go without
saying that you need to be rested. Sleep is vastly more important for learning
than you probably realize. Not only does being rested keep you from wasting
your time by dozing in class, but memory of what was presented in class is
largely consolidated that night as you sleep. <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Students should take
notes during the lecture or watching a video. But in my experience, they get
little good advice on how to take notes. Perhaps this is a good time to re-read
lesson 5 on note taking. Note-taking is the standard process whereby
information is transferred from the teacher’s notes to the student’s notes
(sometimes without passing through the mind of either). The problem is that
students are too busy writing notes and not busy enough thinking about what the
teacher says and means. Good teachers hand out note outlines before class so students
can pay attention to the lecture and get engaged with <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 0in;">Such “skeleton notes,”
give the student freedom to leave out things they already know or can figure
out. This approach really pays off when it comes time to study for exams. <o:p></o:p></p>
<p class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">Note taking should be
minimal. Follow the principles given for reading. The idea is to think about
what is being said, asking yourself or the teacher questions, expressing the
ideas in your own terms, making mental images, and so on. What do you do in
case you miss some key information while doing all this thinking?<span style="mso-spacerun: yes;"> </span>If the teacher permits, use a tape recorder
and use variable speed, so you can slow down for difficult parts and speed up
through parts that are not particularly useful.</p>
<h2>Next Lesson: Lesson 11. Learning and Memorizing Math Concepts<o:p></o:p></h2>
<p class="MsoNormal" style="text-indent: 27.0pt;"><o:p> </o:p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhSpLfy1xyioeTz3D5QR9VO6LSbm5D1f6OnmZzCqEGvLnGl0YgxDSDqUXkO1tGeUXZBhgNEhOJpYh8MimNwTa4VZ8fyEt_zNKimIHjbf8Bs0hhQVx1Q4DXmYxdpEhqrRmnJTuXyA/s72/MM1x05.72dpi.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="38" data-original-width="72" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhSpLfy1xyioeTz3D5QR9VO6LSbm5D1f6OnmZzCqEGvLnGl0YgxDSDqUXkO1tGeUXZBhgNEhOJpYh8MimNwTa4VZ8fyEt_zNKimIHjbf8Bs0hhQVx1Q4DXmYxdpEhqrRmnJTuXyA/w243-h128/MM1x05.72dpi.jpg" width="243" /></a></div><br /><p></p>
<p class="MsoNormal"><o:p> </o:p></p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-35963220578111317832020-09-14T09:55:00.000-05:002020-09-14T09:55:09.931-05:00Lesson 9. Mnemonics<h1>Lesson 9. Mnemonics<o:p></o:p></h1>
<p class="MsoNormal"><a name="_Hlk49762450">In prior lessons we learned some of
the key principles of memorization: <o:p></o:p></a></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Lesson 1: encoding, consolidation, retrieval,
reconsolidation<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Lesson 2: getting motivated<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Lesson 3: paying attention<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Lesson 8: making associations<o:p></o:p></p>
<p class="MsoNormal">in Lesson 12 we will
learn how to implement these principles with Deliberate Practice. Here
in this lesson, the objective is to teach you some mnemonic tricks that add to
the effectiveness of using memory principles (Figure 1).<o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj77ixsbVewrvtWTgwNKLZ2-5f_AFvD5vsNF7VWsj0xtx447c40moSd57w0z_S16__5sZYjGk_OS36_0o0e_bhpnXCb96w41ma3mES0HcJvZf1bTdlXXsfMFbCHnRRRIHzwz32zKg/s1280/Memorization+Process.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj77ixsbVewrvtWTgwNKLZ2-5f_AFvD5vsNF7VWsj0xtx447c40moSd57w0z_S16__5sZYjGk_OS36_0o0e_bhpnXCb96w41ma3mES0HcJvZf1bTdlXXsfMFbCHnRRRIHzwz32zKg/w320-h180/Memorization+Process.jpg" title="Mnemonics assist all these stages of the memory process." width="320" /></a></div><br /><div style="text-align: center;"> Figure 1. Mnemonics assist all the stages of the memorization process.</div><p></p>
<p class="MsoNormal">The most basic feature of effective mnemonics is the
association of what you are learning (the new) with what you already know (the
old). Unfortunately, this association process does not always occur
automatically. Mnemonics provide an explicit way to expedite the use of specific
tactics designed to promote the creation of these associations.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">“Memory athletes” are people who compete in memorization
contests. For example, they compete to see how fast they can memorize the
sequence of cards in as many as four decks). They compete to see who can
memorize the longest string of random integers. Such feats are accomplished by
people whose basic memorization ability is no better than yours or mine. They
achieve such astonishing feats as memorizing four decks of cards in less than
five minutes or memorizing strings of 80 or more digits. Nobody can do such
things without mnemonics. <o:p></o:p></p>
<p class="MsoNormal">While you and I probably have no interest in such things as
memorizing long strings of digits, we would like to be more effective at
memorizing practical things we need to know. Mnemonics can empower us just as
they do they memory athletes.<o:p></o:p></p>
<p class="MsoNormal">I identify seven known mnemonic approaches. <o:p></o:p></p>
<p class="MsoListParagraph" style="margin-left: 22.5pt; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -22.5pt;"><!--[if !supportLists]--><b>1.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></b><!--[endif]--><b>Common-Sense Thinking</b><o:p></o:p></p>
<p class="MsoNormal">The word, “mnemonics”
is defined as <span style="background: white; color: #222222; font-family: "Arial",sans-serif;">systems for improving and assisting the memory. The most
powerful of all seven mnemonic approaches is just plain thinking about the
material being memorized (Figure 2). <o:p></o:p></span></p><p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPwyPa4mYJ6-XrV-2Zv73NKQhi3pkSYu6FLboxm4yLjisrHp99J-Q3wUXOuRR-J4rPimo9s_JCBFPxnmgsKddxRxCfI8idmuXsa29V3LMunxNhyb4bGT2Og5ceZ7KUrvw6xK3kPA/s1500/thinking.pexels-photo-1189941.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1500" data-original-width="1000" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPwyPa4mYJ6-XrV-2Zv73NKQhi3pkSYu6FLboxm4yLjisrHp99J-Q3wUXOuRR-J4rPimo9s_JCBFPxnmgsKddxRxCfI8idmuXsa29V3LMunxNhyb4bGT2Og5ceZ7KUrvw6xK3kPA/s320/thinking.pexels-photo-1189941.jpeg" /></a></div><br /><div style="text-align: center;"><span style="background-color: white; color: #222222; font-family: Arial, sans-serif;">Figure 2. Thinking hard in different ways about</span></div><div style="text-align: center;"><span style="background-color: white; color: #222222; font-family: Arial, sans-serif;"> what you want to memorize is a very powerful memorization aid.</span></div><p></p>
<p class="MsoNormal">Every new bit of
information has meaning. Thinking about that meaning improves your
understanding and may give you new ideas. What is not so evident is that the
process of thinking is actually promoting memorization in an automated way. Thinking
embodies all the key principles of memorization. Thinking inevitably creates
associations, strengthens encoding, and provides time for consolidation. As you
think, you are paying special attention to memory targets, increasing your
motivation as you realize practical applications, retrieving the information in
working memory, and re-consolidating it with the new ideas as they emerge from
thought. If you add one of more of the other mnemonic approaches during
thinking, you are engaging the principle of deliberate practice.<o:p></o:p></p>
<h3 style="margin-left: 22.5pt; mso-list: l1 level1 lfo2; text-indent: -22.5pt;"><!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;">
</span><!--[endif]-->Acronym<o:p></o:p></h3>
<p class="MsoListParagraph"><span style="line-height: 107%; mso-bidi-font-size: 12.0pt;">Use the first letter of each word to create one set of letters, forming
an acronym. Ex: U.S.A. for United States of America.<o:p></o:p></span></p>
<h3 style="margin-left: .25in; mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]-->3.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span><!--[endif]-->Acrostic<o:p></o:p></h3>
<p class="MsoNormal">Use the first letter
of each word of a concept or item you are trying to remember to create a string
of words. Ex: <u>A</u>ll <u>C</u>ows <u>E</u>at
<u>G</u>rass (the white keys on a piano)<o:p></o:p></p>
<h3 style="margin-left: 0in; mso-list: l1 level1 lfo2; text-indent: 0in;"><!--[if !supportLists]-->4.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;">
</span><!--[endif]-->Categorization<o:p></o:p></h3>
<p class="MsoNormal">Group similar items
together. Remembering any item in a category often will help you recall the
others in that same category. Example: for a grocery shopping list, group
vegetables (celery, potatoes, carrots), dairy (milk, cheese, ice cream) and so
on.<o:p></o:p></p>
<h3 style="margin-left: 0in; mso-list: l1 level1 lfo2; text-indent: 0in;"><!--[if !supportLists]-->5.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;">
</span><!--[endif]-->Subject-Object-Verb (SOV)<o:p></o:p></h3>
<p class="MsoListParagraph" style="margin-left: 0in; mso-add-space: auto;"><span style="line-height: 107%; mso-bidi-font-size: 12.0pt;">Imagine a picture of someone
or something doing something to a target or object. Example: state where
President Clinton grew up (picture political opponents throwing little rocks at
Clinton … “Little Rock” is generally known as the capital of Arkansas).<o:p></o:p></span></p>
<h3 style="margin-left: 0in; mso-list: l1 level1 lfo2; text-indent: 0in;"><!--[if !supportLists]-->6.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;">
</span><!--[endif]-->Memory Palace<o:p></o:p></h3>
<p class="MsoNormal">Visualize (create a
mental picture for) each item you want to remember and mentally place that
item’s image on or in mental images of a place with which you are familiar
(like objects in your room, parts of your bicycle, etc.). Example to memorize
the first 10 amendments to the U.S. Constitution, using objects in your living
room: #1 Freedom: Picture yourself oiling the hinges of your front door so it
opens freely. If you need more detail, see yourself enter speaking about
something controversial (speech) with a group of friends (assembly), each
carrying a different religious symbol (religion). #2 Bear arms: See the chair
next to the door filled with guns. #3. Protection from soldiers camping out in
your house: See yourself moving the sofa to block the door so soldiers outside
can’t come in. #4 Unreasonable search and seizure: See yourself turn off the
lamp next to the sofa, so nobody can see what is on the end table. #5 Criminal protections: See the sofa filled
with jurors who see you enter the room (grand jury), See a double image of the
sofa and jurors (double jeopardy). See a judge sitting on the floor instructing the jury (due process, fair
trial). #6 Jury trial: See the glass table in front of the sofa (public
transparency). See your lawyer spin the table round and round rapidly (right to
a lawyer and a speedy trial). #7: Jury trial rights for federal crimes: See the
coaster on the coffee table that looks like the U.S. logo jump into the lounge
chair next to the sofa (federal charges require a jury trial too). #8 Protection
against unusual punishment: See yourself convicted, and the bailiff tries to
throw you into the roaring fire in the nearby fireplace. #9 Other non-specified
rights: See yourself being free to click through TV channels on your remote.
#10 State rights: See TV screen showing map of U.S. red and blue states during
a Presidential election to remind you that it is the states that have all other
powers not specified for the federal government.</p>
<h3 style="text-align: left;">Story Chain</h3><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Imagine a picture
for each item you want to remember and mentally place it into a story that you
make up. Example, to memorize the order of planets: You could image
having a Mercury car run over your toe (Mercury), having a vein burst on top of
your foot (<i>vein</i> for Venus). Then you
fall down on the ground (earth). A “first responder”drives up in a Jeep
(Jupiter), not an ambulance, and gives you a Mars (Mars) candy bar to make you
feel better. You need to urinate, and he gives you an urn to sit on so you
won’t be so conspicuous (<i>sat and</i> <i>urn</i> for Saturn). The urine rains down
from you know where (<i>you and rain</i> for
Uranus). A second responder dressed like
the god Neptune takes the urn and empties it into the nearby sea (Neptune).
Then a stray dog that looks like Disney’s Pluto (Pluto) comes over to lick your
face and comfort you.<o:p></o:p></p>
<p class="MsoNormal">While each of these seven techniques can be applied using
words or language, the most effective approach is to convert words into mental
images (like the Clinton image mentioned above). Once you create your own
mental images, memorization becomes easier and more reliable—even fun! Some of these tactics
may seem dumb or a little silly, but often the dumber and sillier they are, the
more powerfully they promote memorization. <o:p></o:p></p>
<p class="MsoNormal">Memory Palace and Story Chain techniques are especially
powerful. Successful “memory athletes” use them to compete in international
contests designed to see who can memorize the most in the shortest amount of
time. Without these techniques, their memorization ability would be no better
than your own.<o:p></o:p></p>
<p class="MsoNormal">Two advantages of these memory aid techniques are not so
obvious. One advantage is that these techniques exercise and develop your
creativity. You must imagine mental pictures that work for you. The more you
use these mnemonics, the easier it becomes to imagine useful images.<o:p></o:p></p>
<p class="MsoNormal">The other advantage is that you have to think about memory
targets in order to construct relevant mnemonic images. As mentioned, the
thinking itself is a powerful memory aid.<o:p></o:p></p>
<p class="MsoNormal">For each given memory task, choose the technique that seems
to work best for you and that best fits the task. Make up your own scheme based
on what is easiest for you to remember and what works best for you. <o:p></o:p></p>
<p class="MsoNormal">Once you construct a mnemonic for a given learning task,
force yourself to recall it three or four times the first day. Repeat that
forced retrieval once a day for the next four or five days. Remember: forced
recall is essential to effective memorization. Moreover, recall is most
powerful if you say it aloud, write it down, or draw it.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>Next Lesson: Lesson
10.Learning from reading, lectures<o:p></o:p></b></p><p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJ3vu11zzcRbvpYAFJ-Uq_k_HanjTPWL6phIVC3r-H5U2codopc_TV58B_494ILE-if_g8Z43HWnHpA4WWfkWmDiLPoNd6SxfnE9yHBR9aj9KE9sgYKfBjtNq-SueL7oeznAGBDA/s570/newCover250pthumbnail.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="570" data-original-width="437" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJ3vu11zzcRbvpYAFJ-Uq_k_HanjTPWL6phIVC3r-H5U2codopc_TV58B_494ILE-if_g8Z43HWnHpA4WWfkWmDiLPoNd6SxfnE9yHBR9aj9KE9sgYKfBjtNq-SueL7oeznAGBDA/s320/newCover250pthumbnail.jpg" /></a></div><p></p>
<p class="MsoNormal"><o:p></o:p></p><p style="text-align: center;"><b>Source</b>: the
eBook, <i>Better Grades, Less Effort</i> </p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-79012003051186607922020-08-30T11:05:00.000-05:002020-08-30T11:05:32.005-05:00Lesson 8. Making Associations<p> </p><p class="MsoNormal">We have all heard that the key to memorization is
associating new information to be memorized with related information that we
already have memorized. Why does this work? How does it work to form memories?<o:p></o:p></p>
<p class="MsoNormal">Perhaps the first point we should make is that associations
can be made passively and unintentionally or with deliberate attempt. Let us examine
each way in turn.<o:p></o:p></p>
<h2>Unintentional Associations<o:p></o:p></h2>
<p class="MsoNormal">Ivan Pavlov was famous for discovering this kind of
associative learning. He called it conditioned learning. The term was later
modified to “classical conditioned learning,” because another form of passive
associations was discovered that was called “operant conditioning.”<o:p></o:p></p>
<p class="MsoNormal">You may have heard about Pavlov’s study of dogs. He was
initially studying digestion, and collected saliva and stomach juices to see
how they responded to food. What he observed, not surprisingly, was that when
hungry dogs smelled or saw food, they anticipated eating it by secreting saliva
and stomach juices. This did not have to be learned—it’s an unconditioned
response. It was just a natural, built-in response. What was surprising was
that when the dog caretaker entered the room, the juices were released, even if
the caretaker was not bringing food. They had learned to associate this person
with food delivery. The two things went together. So, Pavlov made a more formal
test of this “conditioned learning” by pairing a different kind of cue with
food delivery. For example, he might ring a bell and then the food was brought
in. If that situation were repeated several times, the dogs started salivating
when they heard the bell. They were now learning a new association: bell
ringing meant that food was likely to show up. <span style="mso-spacerun: yes;"> </span>In general, the key is to pair an unlearned
response with an association cue and repeat the cue often enough that the
brain learns that the two things go together.<o:p></o:p></p>
<p class="MsoNormal">Operant conditioning was spawned by the discovery of Edward
Thorndike, a contemporary of Pavlov. Thorndike observed that learning occurs
from realization of the consequences of behavior. That is, behavior that is
followed by pleasant consequences is likely to be repeated, and behavior
followed by unpleasant consequences is less likely to be repeated. Procedures
for optimizing this kind of conditioned were developed later by J. B. Watson
and B. F. Skinner.<o:p></o:p></p>
<p class="MsoNormal">Several principles of operant conditioning have been
discovered:<o:p></o:p></p>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Rewards seem to be more
effective than punishments.<o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">The animal must do
something that can be associated with subsequent reinforcement, even
though the animal has no foreknowledge of what it is supposed to do.<o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Learning complex
repertoires can be developed in which the final desired behavior can be
shaped through a succession of small steps in which elements of the final
behavior are sequentially produced. As each step is learned, the trainer
builds on that by adding the next logical small step.<o:p></o:p></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1;">Reinforcement needs to be
provided each time the desired behavior occurs. <o:p></o:p></li>
</ol>
<h2>Intentional Associations </h2><p class="MsoNormal"><o:p></o:p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjE0_aUU7dpO0eA0lfDenf6GMH6lFJP8rx8WLQyvp0l6orG2Ga_8LT4ERZVW8T7TG_jXp82BTlgFSvPSY0oqp23xAJsjJgheY75_ajYabmHW4wHAjjfSf4H_5Tk-QRBPNimaKH1Pw/s462/Associations.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="348" data-original-width="462" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjE0_aUU7dpO0eA0lfDenf6GMH6lFJP8rx8WLQyvp0l6orG2Ga_8LT4ERZVW8T7TG_jXp82BTlgFSvPSY0oqp23xAJsjJgheY75_ajYabmHW4wHAjjfSf4H_5Tk-QRBPNimaKH1Pw/s0/Associations.gif" /></a></div><br /><p></p>
<p class="MsoNormal">Associations are much more powerful if you make them
consciously and intentionally. This approach puts the learner in charge of her
own learning. The learner gets to choose which associations are the most
powerful association cues, and that likely varies from person to person.<o:p></o:p></p>
<p class="MsoNormal">The reason that intentional associations work to improve
memory is that memories are stored as a network of related items. These items are
part of a shared whole. Any one item serves as a cue for retrieving other parts
of the memory network. Dragging out one item in the network often drags the
whole network of memory items into conscious awareness.<o:p></o:p></p>
<p class="MsoNormal">Even so, certain principles apply here. <o:p></o:p></p>
<h3>Pick Relevant Associations<o:p></o:p></h3>
<p class="MsoNormal">Associations can be made with a person, place, object,
situation, or emotion. Pick whatever works best for the item you are trying to
remember.<o:p></o:p></p>
<h3>Use Images<o:p></o:p></h3>
<p class="MsoNormal">The most important act is to use images rather than words as
the associational cues. Images contain detail in a way that is automatically
associated with other elements in the image. Thus, it is especially important
to select images that clearly and rather directly capture the essence of what
you are trying to remember. Note the image used here of overlapping circles of
slightly different shades of color. The point of association and shared
relatedness is obvious.<o:p></o:p></p>
<p class="MsoNormal">You can make up your own images or use images that are
already established for certain mnemonic systems. Mnemonics will be explored in
detail in Lesson 9.<o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">Why do
images make the best associations? <span style="background: #F9F9F9; color: #333333; font-family: "Microsoft Sans Serif",sans-serif; font-size: 16.0pt;"> <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: .5in; margin-right: .5in; margin-top: 0in;">“A picture is worth a thousand words for scientific reasons:
The brain processes visual information 60,000 times faster than text. Forty
percent of all nerve fibers connected to the brain are linked to the retina.
Visual information comprises 90 percent of the data that comes to our brain,
suggesting that our neurological pathways might even prefer pictures over text.”-
Quoted from <a href="https://www.planview.com/resources/articles/what-is-kanban/">https://www.planview.com/resources/articles/what-is-kanban/</a>.</p>
<h3>Make the Association Concrete and Vivid<o:p></o:p></h3>
<p class="MsoNormal">Vagueness won’t work well. Make associations that are clear,
distinctive, and clearly relevant to what you are trying to memorize.<o:p></o:p></p>
<h3>Tie the Association to the Key Item to be Remembered<o:p></o:p></h3>
<p class="MsoNormal">Suppose you have to catch an airplane at 2 A.M. in the
morning. The number two is the key element. How can you link that to flying in
an airplane? You might think of airplanes as have two wings. Suppose the flight
is 4 A.M? You might think of a big jet with four jet engines. Suppose the plane
leaves at 3? You might imagine looking into the cockpit and seeing three people
(perhaps pilot, co-pilot, and navigator).<o:p></o:p></p>
<h3>Make the Association Personal. Add strong emotions.<o:p></o:p></h3>
<p class="MsoNormal">Relevance is key. Making an association personal gives it
more relevance. Because emotions are processed in the same part of the brain
that forms memories (the hippocampus), emotional associations become strongly
embedded in memory.<o:p></o:p></p>
<h3>Repeat a Newly Created Association Right Away<o:p></o:p></h3>
<p class="MsoNormal">An association has to be encoded, just like an original item
to be remembered. So, once you have created the association, repeat it several
times right away, and then a few more times later in the same day.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<h2>Next lesson from “Memory Medic”<span style="mso-spacerun: yes;"> </span>to
be posted soon: Lesson #9: Mnemonics<o:p></o:p></h2>
<p style="margin-bottom: .0001pt; margin: 0in;">Follow my “neuro-education” group
on Linkedin at <a href="https://www.linkedin.com/groups/4883556/"><span style="mso-fareast-font-family: "Times New Roman"; mso-fareast-theme-font: major-fareast;">https://www.linkedin.com/groups/4883556/</span></a><o:p></o:p></p>
<p style="margin-bottom: .0001pt; margin: 0in;">To check out my four books on
learning and memory, see my web site: WRKlemm.com<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdvKz3izx6WHjGzuYrAuUYnVWxxv5x7QnxpuruJN7hNxLAtaZFCGL3qEmnuX7AxzwIW2ygyoEg_KVvFmRlB5qNo02avMka3ZCBy64peotwQtKIC19Fj-2IHLKlunSyr5dbAkS0ng/s144/MM2x1.72dpi.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="77" data-original-width="144" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdvKz3izx6WHjGzuYrAuUYnVWxxv5x7QnxpuruJN7hNxLAtaZFCGL3qEmnuX7AxzwIW2ygyoEg_KVvFmRlB5qNo02avMka3ZCBy64peotwQtKIC19Fj-2IHLKlunSyr5dbAkS0ng/s0/MM2x1.72dpi.jpg" /></a></div><br /><p></p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com1tag:blogger.com,1999:blog-14867039.post-29021559079862247842020-08-20T15:45:00.003-05:002020-08-20T15:45:37.701-05:00Lesson 7. Strategic Approaches<p> </p><p class="MsoNormal">Different learning tasks typically benefit from a prior
analysis of how to approach the task. You wouldn’t want to approach learning
mathematics the same way you would learn history. Because it is not feasible to
specify an approach of all possible learning tasks in this short lesson, I will
suggest some more general ideas.<o:p></o:p></p>
<h2>Steps<o:p></o:p></h2>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Step 1. Assessment.</b>
The first thing to do is over-all assessment of the task. That is, identify how
much you already know, which parts of the task are not even understood at the
moment, which ideas and factoids you can figure out, and which you will have to
memorize.<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Step 2. Tackle the
confusion</b>. For the parts you don’t understand, go to whatever teaching
resource needed to explain it. Why try to memorize something you don’t
understand? In fact, the very process of trying to understand helps to form
memory. Commonly, multiple explanations are needed in order to find the one
that “clicks” with your capacity to understand. Sometimes asking a question in a
web browser field will take you directly to a site that explains what you are
looking for. Sometimes Wikipedia works. Sometimes Kahn Academy works. Use what
works for you.<o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Step 3. Isolate what
requires memorization. </b>Why memorize trivia? Why memorize information that
you can easily figure out? Save your brain energy and power for difficult
memorization tasks. <o:p></o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Step 4. Develop a
task-specific memorization tactic and/or mnemonic. </b>When confronted with a
learning challenge, ask yourself, “What is the best way for me to memorize
this? What associations and cues will help? What that I already know makes this
easier to understand and remember? Can I develop a mnemonic that makes this
easy to recall?</p>
<h2>Some General Tactics</h2>
<p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXGSKB3z53QyKuPmaeelKfTSk_hMGvn9iaeNt2M3uU0rtE17hyphenhyphenBqUoYy6GxGvHkNnfca-h7ZgQBpMjgE5CTzQFNzRPTUI0xrcJTDhR1Ct5AGvzXMZumQlboFepPh_JVN3AyKKn3Q/s1000/pstrategic+approaches.Anthony+DeRosa.exels-photo-229566.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="667" data-original-width="1000" height="274" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXGSKB3z53QyKuPmaeelKfTSk_hMGvn9iaeNt2M3uU0rtE17hyphenhyphenBqUoYy6GxGvHkNnfca-h7ZgQBpMjgE5CTzQFNzRPTUI0xrcJTDhR1Ct5AGvzXMZumQlboFepPh_JVN3AyKKn3Q/w410-h274/pstrategic+approaches.Anthony+DeRosa.exels-photo-229566.jpeg" width="410" /></a></div><p></p><h3>Encoding.</h3><p class="MsoNormal">Encoding refers to conscious registration of the information
you are trying to memorize. Perhaps you have heard of the phenomenon known as
“inattentional blindness,” wherein you can see things but not realize your eyes
have seen them, and your conscious mind is unaware of them. The point is that
you are only conscious of targets of attention. Conscious awareness strengthens
encoding. Be aware. Focus, focus, focus. <o:p></o:p></p>
<p class="MsoNormal">Encoding is also strengthened by thinking about
relationships and associated cues that can be attached to targets of attention.
Recall what I said earlier in the lesson on concept maps.</p>
<h3>Spaced Learning.<o:p></o:p></h3>
<p class="MsoNormal">Students like to cram for exams. They often do this the
night before an exam, studying late into the night and thus making themselves
sleep deprived, which only compounds their mental performance on the exam
because sleep deprivation makes it difficult to think straight.<o:p></o:p></p>
<p class="MsoNormal">The more fundamental problem is that memory formation takes
time. The process, called consolidation, is like wet cement: impressions take a
while to set up. After all, long-term memory is stored in the gene activation,
protein synthesis, and growth of new neuronal membrane and synapses. Spreading
out the study allows time for these processes to occur and complete robust
consolidation. Also, the passage of time allows for relevant new thoughts and
associations to attach to the memory and thus strengthen it.</p>
<h3>Applications.<o:p></o:p></h3>
<p class="MsoNormal">Using what you have just learned, especially soon after
initial encoding, enriches the encoding, creates new associational cues, and
allows the learned material to stay active long enough in neuronal circuitry to
enhance the consolidation process. When application occurs in contexts other
than that of initial exposure, it creates new frames of reference cues and may
even broaden the depth of understanding. Furthermore, new handles for retrieval
emerge.</p>
<h3>Forced Retrieval. <o:p></o:p></h3>
<p class="MsoNormal">Many students study by “looking over” their notes and
learning resource materials. This creates the illusion that they are improving
their memory. However, research has shown that strong memories require one to
force retrieval. For example, if you are studying flash cards, you look at the
question side of the card and mentally quiz yourself on what you think is on
the answer side of the card, before you look at it to check for accuracy. The
reason that forced retrieval works is that each time you retrieve a memory, its
encoding can be strengthened by adding new associations and thoughts. In any
case, once retrieved, the memory has to be reconsolidated, which adds to the
strength of information storage.</p>
<h3 style="text-align: left;"><span class="Heading3Char">Deliberate Practice</span>.</h3><p class="MsoNormal">In
lesson 12, I will explain this more completely. For now, just realize that
effective study requires not only forced retrieval, but also awareness of what
you are retrieving and error checking and correction as needed.</p>
<h3 style="text-align: left;"><span class="Heading3Char">Mnemonic Devices</span>. </h3><p class="MsoNormal">These will
be covered in Lesson 9. They can be extremely powerful. People who compete in
memory contests rely exclusively of mnemonics. These contestants are just
normal people who do not have a natural “photographic memory.”</p>
<h3><span class="Heading3Char">Flash Cards</span><b>. </b></h3><p class="MsoNormal">In a study by Katherine Rawsom at
Williams College, students studied 35 Swahili-English word pairs on flash
cards. The students were asked to practice until they got the vocabulary
correct using either the entire stack or five stacks of seven cards each.
Researchers instructed students to study the flashcards until they had gotten
each translation correct either once, five, or 10 times, before taking a final
quiz a week later. Getting the stack correct five times was three times more
effective for the final quiz score than getting the stack correct only once.
Also, study of one big stack was better than five little ones.<o:p></o:p></p>
<p class="MsoNormal" style="text-indent: 27.0pt;">Students had predicted just the
opposite. They expected studying smaller groups of flashcards would be more
helpful than studying the big stack, and they expected no real benefit from
studying cards more than once. Those who had studied the small stacks expected
to remember nearly 60 percent of words, yet they recalled only 17 percent. In
general, students were incorrect in two ways: 1) they give too little value to
learning strategies that are difficult (using multiple sessions on the big
stack), and 2) they give too much value to strategies that were later
documented to be less effective.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Next Lesson from
“Memory Medic:”</b> Lesson 8. Making Associations<o:p></o:p></p>
<p style="margin-bottom: .0001pt; margin: 0in;">Follow my “neuro-education” group
on Linkedin at <a href="https://www.linkedin.com/groups/4883556/"><span style="mso-fareast-font-family: "Times New Roman"; mso-fareast-theme-font: major-fareast;">https://www.linkedin.com/groups/4883556/</span></a><o:p></o:p></p>
<p style="margin-bottom: .0001pt; margin: 0in;">To check out my four books on
learning and memory, see my web site: WRKlemm.com<o:p></o:p></p><p style="margin-bottom: .0001pt; margin: 0in;"><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU9TA6_j4LLz1Bz8-EivBr62qs9R8o5MZ4RTx7oqWJFtRJrjNAy3_-jWBJKTF8w-0oQt9vYjbnzkfOt0N1u3pHzXBdmnQx22d9UBePwm_7QgsIlw6DY-fqCVMzLrJG396rkDhwqQ/s699/logo.withpic.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="401" data-original-width="699" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU9TA6_j4LLz1Bz8-EivBr62qs9R8o5MZ4RTx7oqWJFtRJrjNAy3_-jWBJKTF8w-0oQt9vYjbnzkfOt0N1u3pHzXBdmnQx22d9UBePwm_7QgsIlw6DY-fqCVMzLrJG396rkDhwqQ/s640/logo.withpic.png" width="640" /></a></div><p style="margin-bottom: .0001pt; margin: 0in;"><br /></p><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-11619411634036931552020-08-01T11:50:00.000-05:002020-08-01T11:50:20.445-05:00Lesson 6. Concept Maps.<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<div class="MsoNormal" style="text-indent: .5in;">
Facts and ideas can be mapped in
ways that show how they relate to each other. The map drawing usually begin
with outlined notes, because few people can think fast enough to construct a
map in real time during a lecture or video. In simple mind mapping, basic ideas
are stated within circles, forming word clouds, and arrows are drawn from
“parent” to “daughter” clouds. A useful addition is to write in brief text
along the arrows that explain what the relationship is, as illustrated in
Figure 1. <o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSHvUOf0U5ywRsJ_xexfhLosXeo3S79-arcOeD9Fpa3MBSGChLTkCM5_31x3MPj6YnPnvzGhdhkeXE4QHqxsRSDKSJHZqzODhLKJ7DerCrWXUU8mmdjfQfxatPLSNUWuHig5sqqQ/s1600/simpleconceptmap..png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="464" data-original-width="666" height="222" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSHvUOf0U5ywRsJ_xexfhLosXeo3S79-arcOeD9Fpa3MBSGChLTkCM5_31x3MPj6YnPnvzGhdhkeXE4QHqxsRSDKSJHZqzODhLKJ7DerCrWXUU8mmdjfQfxatPLSNUWuHig5sqqQ/s320/simpleconceptmap..png" width="320" /></a></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div align="center" class="MsoNormal" style="background: white; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<br /></div>
<div class="MsoNormal" style="background: white; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="color: black; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Fig. 1. Simple concept map for the relationship of cells and their
organelles. Cross-linking is not shown because it is not particularly useful
for this simple information cluster.<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="background: white; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
Each circle object in the map can
be expanded to whatever level of detail is required. In the map above, for
example, from “History” you could add a circle for “Hooke” with a labeled
connecting arrow saying “the first pioneer was.”</div>
<h2>
Think with Concept Mapping<o:p></o:p></h2>
<div class="MsoNormal" style="text-indent: .5in;">
Recall lesson 4, where we made the
point that thinking about what you are trying to memorize makes the memory
process easier and more reliable. Memory becomes easier when you think about
the context and ancillary information associated with your memory targets. If
the material you are trying to learn is complex, it often helps to convert your
notes into concept maps. In concept maps, you draw circles or other geometric
shaped word clouds to act as containers for key information, and then you think
about how the various items in the circles relate to other items to create
concepts. You draw connections among the various circles and write in a few
words to state the nature of each relationship.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
This process is like so-called mind
mapping, except that concept mapping captures information as nodes in an
interconnected network, unlike the tree-like structure of mind maps that have
one central idea with multiple branches. Concept maps allow multiple
cross-connections among the various idea nodes and typically emphasize multiple
inter-dependent relationships among the nodes. <o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
The basic task is to think about
the relationships among the linked word clouds. A good practical way to
automate thinking is to make concept maps as you read, listen to lectures or
watch education videos. With pencil and paper write down key words in different
locations on the page for major facts and ideas as you encounter them in the
learning material and draw a circle around them. Then, perhaps after the
lecture, video, or reading, examine each item one at a time and draw a line to
any of the other items to which it is associated. Along each line, write in a
few words to state what the relationship is. For example, you might link idea A
with idea B with the description “makes me ask,” “led to the wrong idea that,”
“leads to the truly original idea of,” or whatever might be appropriate. Note
that comments work best if they are based on active verbs.<span style="mso-spacerun: yes;"> </span><span style="text-indent: 0.5in;">This learning strategy is useful
for several reasons:</span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="text-indent: 0.5in;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman", serif; text-indent: -0.25in;">1. Maps
give the learner a “bird’s eye view” of the big picture.</span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman", serif; text-indent: -0.25in;">2. Learners
must engage with the material (i.e. be especially mindful) in order to draw the </span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman", serif; text-indent: -0.25in;">map of key concepts.</span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman", serif; text-indent: -0.25in;">3. L</span><span style="font-family: "Times New Roman", serif; text-indent: -0.25in;">earners
have to organize information in meaningful ways, a process that requires them
to </span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman", serif; text-indent: -0.25in;">think, which facilitates memory storage and retrieval.</span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman", serif; text-indent: -0.25in;">4. Information
is displayed spatially, which in itself facilitates storage and retrieval. </span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman", serif; text-indent: -0.25in;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman", serif; text-indent: -0.25in;">Memorizing
things by mentally relating them to their location in space promotes
remembering because the part of the brain that forms lasting memories (the
hippocampus) is also the part of the brain that creates subconscious mental
maps of objects in space.</span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Times New Roman", serif; text-indent: -0.25in;"><br /></span></div>
<h2>
How to Make the Maps<o:p></o:p></h2>
<div class="MsoNormal" style="text-indent: .5in;">
As with creating regular notes,
doing it by hand is more engaging and more likely to be memorized easily.
However, with maps created by hand, you can’t move objects around; you must erase
and write back in. However, that is less of a problem if you have a computer
with draw capability. Another option is to create an initial step of placing
sticky notes on a wall and moving them around physically to see what is the
best spatial layout.<o:p></o:p></div>
<div class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">
Map construction can be
facilitated by computer. There are many elegant computer programs, and some
quite satisfactory programs are free (search Google for “free mind maps”) (I
like X Mind). Most programs make it easy to move ideas around in the map and
make multiple, non-linear links. Not all programs allow elaboration along
linking lines, and you may have to write it in by hand.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">
Actually, I think maps
are a better memorization aid if they are hand-drawn, because that makes the
process more personal, more flexible, and perhaps more engaging. If you change
your mind about something you put in the map, you either have to erase it or
re-draw the map. One option is to draw the map by hand at first and then re-do
it later by computer.<o:p></o:p></div>
<div class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">
Too much text
annotation adds to clutter. Clutter is inevitable with broad topics that
involve many ideas. Some computer programs create a map that requires a huge
sheet of paper to get printed, and you can’t get it all on an 8.5 x 11 sheet
without compressing the text so much it is unreadable. The solution here is to
make multiple maps, one an overview of the whole thing (main ideas and first-
or second-order sub-topics. Then each major sub-idea can have its own map.<o:p></o:p></div>
<div class="MsoNormalCxSpLast">
<br /></div>
<h2>
Maps to Study By<o:p></o:p></h2>
<div class="MsoNormalCxSpFirst" style="text-indent: 27.0pt;">
Maps used for study
purposes need to be kept compact and simple. Memorization is facilitated by
using icons or drawings to represent ideas is more effective than a lot of
text. Some computer programs even have a library of icons you can select. Just
make sure the icons are effective representations of the text they substitute
for. You might want to use text and a representative icon, but base your
memorization rehearsals on the icon.<o:p></o:p></div>
<div class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">
Concept maps not only
direct you to think about and organize academic content, they also promote
memorization because concepts are laid out in spatial arrays. <o:p></o:p></div>
<div class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">
The study emphasis
should be on the relationships. That will automatically help memorize the
factoids in the word clouds and stimulate your thinking to develop new
understanding and insights. Also, make it a point to note the spatial location
of key word clouds.<o:p></o:p></div>
<div class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">
<br /></div>
<div class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfQ8anm2jW_KA2yzYfSXC8Zkwz-asp6lBpycnca7gy8eMNojYBiRhhhTRPUyv1BFhfbO9Y0-_rVuiXuUO2IzEWW4T0o3gJp_V4NDtkA9y2HhVIq7m9YNTRG2T8eVEbh6O2R1xLCg/s1600/logo.withpic.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: 1em; text-align: center; text-indent: 0px;"><img border="0" data-original-height="401" data-original-width="699" height="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfQ8anm2jW_KA2yzYfSXC8Zkwz-asp6lBpycnca7gy8eMNojYBiRhhhTRPUyv1BFhfbO9Y0-_rVuiXuUO2IzEWW4T0o3gJp_V4NDtkA9y2HhVIq7m9YNTRG2T8eVEbh6O2R1xLCg/s320/logo.withpic.png" width="320" /></a></div>
<div class="MsoNormalCxSpMiddle" style="text-indent: 27.0pt;">
<br /></div>
<br /><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-90349965013385053522020-07-19T14:41:00.002-05:002020-07-19T14:41:29.750-05:00Lesson 5. Taking Notes<div class="separator" style="clear: both; text-align: center;">
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<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<div class="MsoNormal">
If you have a serious need to memorize, you usually <b>must </b>make
notes. Just what is it that I think is valuable about note taking? First and
foremost is the requirement for engagement. Students must pay attention well
enough to make decisions about the portion of the learning material that will
need to be studied later. Paying attention is essential for encoding
information, and nobody can remember anything that never registered in the
first place.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Note taking requires thinking about the material to decide
what needs to be captured for later study. This hopefully generates questions
that can be raised and answered while working your way through the learning
material. Sadly, in the last few years I notice that in my college classes, few
students take notes. It is as if they think they can remember everything (they
can’t). The cause may be that teachers tend to hand out prepackaged notes. I
object to this practice, because it reduces the level of student engagement and
thinking. If such notes are distributed, the notes should be in a skeleton form
that just provides an organized framework for students to construct their own
notes.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Handwritten notes have special advantages. If done in
pencil, which I recommend, items can be erased or re-arranged. You can draw
diagrams and pictures, which provide visual images to strengthen memorization
and control spatial layouts. Using different layouts for each page gives each
page a visual uniqueness that facilitates memory. A well-established fact about
memory is that spatial location is an important cue for encoding and recall. <b><i>W</i><i style="mso-bidi-font-style: normal;">here</i> </b>information is provides
important cues as to <i style="mso-bidi-font-style: normal;">what</i> the
information is. The spatial layout of script and diagrams on a page allows the
information to be visualized, creating an opportunity for a rudimentary form of
photographic memory, where a learner can imagine in the mind's eye just where
on the page certain information is, and that alone makes it easier to memorize
and recall what the information is. This effect occurs because the hippocampus,
which initiates memorization in the brain, also maps spatial location.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This brings me to another important point about
visualization. Pictures are much easier to remember than words. Hand-written
notes allow the student to represent verbalized ideas as drawings or diagrams.
If you have ever had to learn the Kreb's cycle of cellular energy production,
for example, you know how much easier it is to remember the cycle if it is
drawn rather than described in paragraph form. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I will explain the several methods for note taking.</div>
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The type of note format should vary with the nature of the
learning material and the level of expected memorization of the content from
reading material, videos, and lectures. All these forms can be produced with
computers, but I don’t recommend using a computer. Researchers Pam Meuller and
Daniel Oppenheimer provide clear evidence that handwritten note taking produces
better learning in college students. Remembering factoids was about the same in
both groups, but memory for concepts was distinctly better in students who took
notes by handwriting. In their report of three studies, cited over 1,000 times,
learning efficacy was scored in two groups of students, one taking notes on a
laptop computer and the other by handwriting. <o:p></o:p></div>
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When tested on learning material, students who used
handwritten notes that they studied scored significantly higher than students
using laptops, including agile touch-typists who took vastly more copious
notes. Handwriters took fewer notes overall with less verbatim recording. There
are many possible explanations for the superiority of handwriting, beginning
with the "less is more" idea in which too much information produces
cognitive overload. <o:p></o:p></div>
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For touch typists, taking notes on a laptop is a relatively
mindless process in which letters are banged out on autopilot. A good typist
does not have to think. Notably, when the typing students were told to avoid
verbatim notes, they still did it. This suggests that there is something about
typing that leads to mindless processing.<span style="mso-spacerun: yes;">
</span>Handwritten notes involve more thought, re-framing, and re-organization,
all of which promote better encoding, understanding and retention. The manual
act of handwriting requires more engagement with the subject matter. Finally,
handwritten notes capitalize on the use of drawings and of personalized spatial
layout of the notes. Memorization involves not only what the information is,
but where it is spatially located.<o:p></o:p></div>
<h2>
Outline<span style="border: none windowtext 1.0pt; mso-border-alt: none windowtext 0in; padding: 0in;"><br />
</span><strong><span style="border: none windowtext 1.0pt; color: #54524c; font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold; mso-border-alt: none windowtext 0in; padding: 0in;">These notes are arranged in terms of topic, sub-topic, sub-</span></strong><strong><span style="border: none windowtext 1.0pt; color: #54524c; font-size: 12.0pt; font-weight: normal; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-bidi-theme-font: major-bidi; mso-border-alt: none windowtext 0in; padding: 0in;">subtopic</span></strong><strong><span style="border: none windowtext 1.0pt; color: #54524c; font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold; mso-border-alt: none windowtext 0in; padding: 0in;">,
and so on. Each item is on a separate line and is indented. Each topic or
sub-topic can be numbered and lettered. Here is an example for information on
cell biology (Figure 1a):</span></strong><br />
<o:p></o:p></h2>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_KW0zDGkeZ8C_XYQpDd3atzcwGYEc0YqrQ_yilMhjSnnI_o1OqG64aAiijWsS9EwZ5RbSi0tc9DVAdOeBaIUNvX-cTMzyLaaCwAqDTmcygEcvcEwirt-xod2rBA74Fha4bt_Dlg/s1600/Notes.Fig1a.outline.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="397" data-original-width="350" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_KW0zDGkeZ8C_XYQpDd3atzcwGYEc0YqrQ_yilMhjSnnI_o1OqG64aAiijWsS9EwZ5RbSi0tc9DVAdOeBaIUNvX-cTMzyLaaCwAqDTmcygEcvcEwirt-xod2rBA74Fha4bt_Dlg/s320/Notes.Fig1a.outline.png" width="282" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background: rgb(255, 255, 255); font-size: small; text-align: start;">Fig. </span><span style="font-size: small; text-align: start;">1a. Common numbering way of taking outline notes.</span></td></tr>
</tbody></table>
<span style="color: #54524c;">The numbering and lettering can become distracting. I prefer to use headings, sub-headings, sub-subheadings. This is readily automated in a word processing by using a styles menu (Heading 1, Heading 2, Heading 3, and so on). Here is an example (Figure 1b):</span><br /><div>
<strong><span style="border: none windowtext 1.0pt; color: #54524c; font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold; mso-border-alt: none windowtext 0in; padding: 0in;"><br /></span></strong></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0yUlbr8ZR7UsFi2cwbA-UJlvK9xh9Ib6cWSSFtXrJJW9PSlv8hzIRFqXSArxs2FZuhTxAypp2uEwHybIJIsflMK9_1oL-wtUMdCaTbR8uiYyjxvCh9oNzLbwPdJMJBkn6UijGNQ/s1600/Notes.Fig1b.outline.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="439" data-original-width="474" height="296" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0yUlbr8ZR7UsFi2cwbA-UJlvK9xh9Ib6cWSSFtXrJJW9PSlv8hzIRFqXSArxs2FZuhTxAypp2uEwHybIJIsflMK9_1oL-wtUMdCaTbR8uiYyjxvCh9oNzLbwPdJMJBkn6UijGNQ/s320/Notes.Fig1b.outline.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Fig 1b. Common way of taking notes using heads and subheads</td></tr>
</tbody></table>
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<span style="border: 1pt none windowtext; color: #54524c; padding: 0in;"><b><br />Outline
notes are most useful when you must capture large amounts of </b>information
quickly. If you don’t have much time to think, outlines are usually easy to
construct because that is the way most information is presented in lectures,
videos, and textbooks. A presenter typically presents a main thought, then
explains it with some detail, and then moves on to the nest main idea.</span><span style="color: black; mso-bidi-font-size: 12.0pt;"><o:p></o:p></span></div>
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<span style="border: 1pt none windowtext; color: #54524c; padding: 0in;">For
more understanding and to promote memory, it is important to think about the
words that appear in an outline. Other note-taking methods may require
reconstructing the initial outlined information in a different format, and this
requires some thinking. </span><o:p></o:p></div>
<h2>
Charts<o:p></o:p></h2>
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Here you create a table with separate columns for each topic
(Figure 2). You typically have only one blank row in which you put the
information you want to memorize. Depending on the subject matter, you might
want to segregate facts and concepts.<o:p></o:p></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghOJrrjBdsNUT9X88htd8F19eAqQY37sYWi0UucvCGO8lKWVMYkU066xu3DL0BjhA0742xDLmeT2zYMcIGDH85Hdc0M3ZC4-whGfDwkEgnhVCchcrdeTvyxiAW7mw2BKwghQRLmA/s1600/Notes.Fig2.charts.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="335" data-original-width="638" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghOJrrjBdsNUT9X88htd8F19eAqQY37sYWi0UucvCGO8lKWVMYkU066xu3DL0BjhA0742xDLmeT2zYMcIGDH85Hdc0M3ZC4-whGfDwkEgnhVCchcrdeTvyxiAW7mw2BKwghQRLmA/s320/Notes.Fig2.charts.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Fig. 2. Chart format for note taking</td></tr>
</tbody></table>
<h2>
Cornell Method<o:p></o:p></h2>
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Here, you use a table that captures key facts or concepts in
a different spatial layout (Figure 3).<o:p></o:p></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIeamdAHQU0vwj8YP7iIAhZGD0x-pa3DRnlYC-K3RFWWVvmvysv0N6UZmmgAxuL6_bSVX-F6Yz38BtGgnOSUg_tFeGlcyoc9Wm08yC9Zb4Lpw22p1Zb4FZ2cqlgjikRn6syVlgrQ/s1600/Notes.Fig3.Cornell.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="467" data-original-width="642" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIeamdAHQU0vwj8YP7iIAhZGD0x-pa3DRnlYC-K3RFWWVvmvysv0N6UZmmgAxuL6_bSVX-F6Yz38BtGgnOSUg_tFeGlcyoc9Wm08yC9Zb4Lpw22p1Zb4FZ2cqlgjikRn6syVlgrQ/s320/Notes.Fig3.Cornell.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Fig. 3. Cornell note format</td></tr>
</tbody></table>
<h2>
Matrix Notes<o:p></o:p></h2>
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Matrix notes place information in a table, where the columns
might be categories of information and the rows contain items within each
category. The columns represent one category of information (such as topics and
the rows another, such as items. Here is the basic idea (Figure 4):<o:p></o:p></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0WdrEeta4w0CfYaJnuYKTaye5pV76jyl36LGtqx__uJxUKnikyIcxcNo-UzRYer3DPjZ5f0-P9zcWXxtMF97ZblfGg5AnnF9fEWIO7bC4R8EsILt6mgxvigITYDfj59D-PyAa1w/s1600/Notes.Fig4.matrix.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="358" data-original-width="635" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0WdrEeta4w0CfYaJnuYKTaye5pV76jyl36LGtqx__uJxUKnikyIcxcNo-UzRYer3DPjZ5f0-P9zcWXxtMF97ZblfGg5AnnF9fEWIO7bC4R8EsILt6mgxvigITYDfj59D-PyAa1w/s320/Notes.Fig4.matrix.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Fig. 4. Matrix note format</td></tr>
</tbody></table>
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Matrix notes promote an overall “bird’s eye” view of
relationships among ideas. This requires more thinking and may not be possible
in the real time of watching a video or lecture. However, the method is very
powerful, in large part because it requires you to think deeply. Such thinking
may also provide insights that would otherwise not occur. Matrix notes can be
more comprehensive and force thinking about content in a wide range of
contexts. Matrix notes are most useful when cross-cutting relationships need to
be recognized and clarified.<o:p></o:p></div>
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The advantages for learning are that the learner
conceptualizes the ideas in the process of constructing the matrix. Because
ideas are presented in one view, preferably in units of one page at a time, it
is easy to see cross-cutting relationships that otherwise are not so apparent.
Such organization is an aid to stimulating insight. In addition, the fixed
spatial layout is a memory aid.<o:p></o:p></div>
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The process might usually begin with outlined notes, because
few people can think fast enough to construct a matrix in real time during a
lecture or video. <o:p></o:p></div>
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<b>Next lesson: Lesson 6. Mind Mapping<o:p></o:p></b></div>
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Follow my “neuro-education” group on Linkedin at <a href="https://www.linkedin.com/groups/4883556/">https://www.linkedin.com/groups/4883556/</a><o:p></o:p></div>
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To check out my four books on learning and memory, see my
web site: WRKlemm.com<o:p></o:p></div>
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Sources:<o:p></o:p></div>
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Klemm, W. R. (2012). <i>Memory Power 101</i>. New York:
Skyhorse.<o:p></o:p></div>
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Mueller, Pam A. and Oppenheimer, Daniel M. (2014). The pen
is mightier than the keyboard: Advantages of longhand over laptop note taking.
Psychological Science.<span style="mso-spacerun: yes;"> </span><span style="background: white; color: #006acc; font-family: "Arial",sans-serif; font-size: 10.5pt;"><a href="https://doi.org/10.1177%2F0956797614524581">https://doi.org/10.1177/0956797614524581</a></span><o:p></o:p></div>
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<br /><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0tag:blogger.com,1999:blog-14867039.post-6363994956452770732020-06-29T09:08:00.000-05:002020-06-29T09:08:16.655-05:00Blaming Sons for Sins of the Fathers<br />
<div class="MsoNormal" style="text-indent: .5in;">
<span style="background: white;">A
newsletter by David Rupert posted on <i style="mso-bidi-font-style: normal;">Patheos</i>
described the current rebellion in the U.S. this way: “We want to transfer the
sins of the fathers – and their friends – on to a current generation. That is a
deep and dark hole to plunge, a place in which no one is safe. Taking the
innocence of a modern people and swapping that for the guilt of the ancients is
neither practical nor reasonable.”<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="background: white;">Note
the word “reasonable.” Mob rule is not based on reason but on raw hateful
emotion that transfers blame to innocents. It is not reasonable for blacks to
blame black store owners for racism and destroy their businesses. It is not
reasonable to blame today’s whites for slavery, when most of them had ancestors
who did not come to this country until after slavery was ended by the civil
war. It is not reasonable to destroy monuments to the two men most responsible
for freeing the slaves, Lincoln and Grant. That is not only unreasonable, it is
stupid.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="background: white;">A
dominant theme of the “cancel” culture is to erase American culture and history,
on the assumption that it is all so bad we don’t want to be reminded of it. If
we cancel our history, how do we learn from it? How do we avoid repeating some
of the worst of it, like the racism? In fact, you could say that racism is
worse now, fed by the looters, rioters, and race-baiters who constantly dredge
up old grievances to poison inter-racial relationships for political gain. How
does provoking people invite love and unity?<o:p></o:p></span></div>
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How do we escape this nihilistic entrapment?
A first principle is to insist that critics and protesters have placed blamed
appropriately. In the case of the current rebellion against police, for
example, we should require protesters to be honest. Is it honest to blame all
police or the policing system for the misbehavior of a small minority of
police?<span style="mso-spacerun: yes;"> </span>Is it fair to ignore one’s own
complicity, such as being hostile or resisting arrest when you have broken the
law? <o:p></o:p></div>
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In the case of slavery, is it appropriate
to blame all contemporary whites, when most of them had ancestors who had
nothing to do with slavery, who weren’t even in the country at that time? In
case of the social and political errors of the past, Rupert gives good advice: “Rather
than concentrating on the sins of the fathers, maybe we should focus on the sin
of the son. That’s you. That’s me.”<o:p></o:p></div>
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<br /></div>
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Source:<o:p></o:p></div>
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Rupert, David. (2020). Sins of the father: What should we do
about an imperfect past? Patheos. June 26. <o:p></o:p></div>
<br /><div class="blogger-post-footer">Remember, to get a full understanding of this post, you need the book, Thank You Brain for All You Remember.</div>Memory Medichttp://www.blogger.com/profile/16366633880744669467noreply@blogger.com0