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Wednesday, September 28, 20051127943003

Forgetting and Representing

Rules for Remembering Names and Places
- modified keyword method
- 1. form a substitute word, phrase, or thought that will remind you of the name (use a visual with a story)
- 2. find one outstanding feature on the face
- 3. associate the two things (visual story)
- name / face / thought in mental triangle
- called the "Zip" method

Construction and Reconstruction
- a process of distortion to make an easy pattern
- part of learning and forgetting
- "We fill in the lowlands of our memory from the highlands of our imgination"
- example: a story is told about an engaged couple who quarrel. A week later, if the group is told the engagement is off, they remember the fight as worse. Else, they remember the fight as minor.
- implications for early Christianity?
- when you assume a fact in a question, you can make someone "remember" (reconstruct) the assumed fact
- Cathecism / Christian FAQ implications?
- reconstructed narratives == "framing" ?

"Failure to Construct" / "Failure to Encode" as "forgetting" -- "I forgot your name" -- did you ever remember it?
- without correct context, narratives are very hard to remember
- reason titles are important: it actives prior knowledge

Metacognition
- "good students test themselves, so there's nothing the teacher can ask them that they haven't asked themselves"
- Clausewitzian? slow OODA? scientific or "zero-defect" strategy?
- importance of being flexible, able, to deform an environment (by applying friction) into more easily conquorable battlespace
- (how did early Christianity deform Roman "regime " to make victory easier?)
- for example, deforming a story problem into an algebra problem
- "application skill," Boydian, empowerment, Sun-Tzu
- "metacognition it not just an academic skill, it is a life skill"
- self-awareness and self-questioning
- works with situational memories
- "visualization as form of metacognition"
-- people who visualize freethrows imporve almost as much as those who actually practice
--- so could universities be an example of harmful visualization / learning, where "thought experiments" that provide non-real outcomes impede understanding?
-- competence and domination, pecking order visualization, Howard Bloom's "Lucifer Principle"
-- "breaking confidence" as cognitive/metacognitive/visualized battlespace?

You need skill (metacognition) and will (desire) to learn -- true????

Memory and learning strategies decrease in importance as general knowledge increases

Representations
- importance of non-sequential learning (not "reading" or "listening")
- semiotics implications

Introduction to Knowledge Representations
Compare Outline v. Matrix
Localization Seperated v. Together
Clutter Repititious v. Efficient
Missing Info Obscured v. Apparent
"Big Picture" Obscrued v. Apparent

Matrices are better/faster than outlines
- (because of human visual processing / pattern recognition?)

only good reason to use representations is to know patterns and relationships, otherwise useless

Representation Systems
hierarchies
- superordinate/subordinate
- rule of thumb: if you have 7 or more of anything, you have nothing (sheik system?)
- every hierarchy can become a matrix
- think above, below, lateral
sequences - temporal
matrices - coordinate/comparative
diagram/illustration - static/dynamic

Comments

Re; metacognition

Google/ Google.scholar John Flavell a bit

Also " cognitive map " and " cognitive mapping"

Posted by: mark safranski | Thursday, September 29, 2005

"Instruction and Human Cognition" has been mind-bogglingly useful. Besides an introduction to theories of teaching, it has huge overlap with Boyd, war, and political science. I going to hope-and-pray I can get a minor in educational psychology along with the master-major of Political Science. This stuff is too crazy amazing.

I was able to directly transfer stuff from the IHC class to International Law today (I'll try transcribe the notes tomorrow) in a conversation with other students at the seminar -- Big Cheese specifically prasied the exchange as "exactly what these three hours are designed to accomplish" :)

In other good news, I'll be teaching this Christmas break at the place I taught at last year (wahoo!)

Posted by: Dan tdaxp | Friday, September 30, 2005

" I going to hope-and-pray I can get a minor in educational psychology "

My friend, you may be the first human ever to utter those words ;o)

Congrats on the praise and modelling horizontal-synthetic thinking style for the rest of the seminar. You'll get more slack on your critical questions of IL theory from the BC if he perceives that as your uniform intellectual style rather than a right-wing agenda. Plus professors get enthused when their seminars come to life - they've done these topics to death and they're bored so novelty in terms of the feedback loop wakes them up.

Myself, I saw one of my former students yesterday ( I had worked with him as a gifted program child years ago) give a stirring extemporaneous defense of the Lockean right of revolution and legitimacy deriving only from the just consent of the governed against his Left-wing instructor with the che guevara poster in his office.

Very cool moment for me. Heh.

Posted by: mark safranski | Friday, September 30, 2005

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