1 Do not learn if you do not understand :-> 如果不理解不如不学
2 Learn before you memorize :-> 先学再记

• 对学习的知识建立一个整体印象

3 Build upon the basics :-> 从基础开始
4 Stick to the minimum information principle 最小信息原则 :<-> cards should never ask about more than one thing

• 之前多个合在一起的正则卡片学习体验很差

5 Cloze deletion is easy and effective :-> 填空简单而有效
6 Use imagery :-> 图片
7 Use mnemonic techniques :-> 使用助记技巧
8 Graphic deletion is as good as cloze deletion :-> 图片填空
9 Avoid sets :-> 避免答案是一大堆正确但是无序的集合
10 Avoid enumerations :-> 避免枚举类型，比如字母表
11 Combat interference :-> 对抗干扰，如何处理容易混淆的问题。尽早处理。

• 利用自己特殊的例子辅助记忆

12 Optimize wording :-> 优化措辞，减少多余信息
13 Refer to other memories :-> 相互链接记忆
14 Personalize and provide examples :-> 建立材料与个人的联系并给出例子
15 Rely on emotional states :-> 借助情绪状态

• 使用当前状态记忆，比如你在失落的时候记住一个单词，再次失落时可能想起这个单词

16 Context cues simplify wording :-> 利用上下文简化记忆(标注是哪一个领域的问题等)
17 Redundancy does not contradict minimum information principle :-> 冗余但不违背最小信息原则

• 冗余是比需要的信息更多的信息。最小信息不代表字符数最小

• 从多个角度记忆同一个内容

18 Provide sources :-> 提供信息来源
19 Provide date stamping :-> 提供时间标记
20 Prioritize :-> 明确优先级调整阅读顺序

• effective learning is all about prioritizing. In incremental reading you can start from badly formulated knowledge and improve its shape as you proceed with learning (in proportion to the cost of inappropriate formulation). If need be, you can review pieces of knowledge again, split it into parts, reformulate, reprioritize, or delete. See also: Incremental reading, Devouring knowledge, Flow of knowledge, Using tasklists

[[Michael Nielsen]] Anki makes memory a choice.

[[RemNote]]

• 支持从 PDF 中快速摘录、跳转

• 和 anki 相比可以查看卡片的上下文

This guide aims to help you create understanding  in the context of an informational resource like an article or talk.

• By that I mean writing prompts not only to durably internalize the overt knowledge presented by the author , but also to produce and reinforce understandings of your own , understandings which you can carry into your life and creative work.
  The most common mechanism of change for spaced repetition learning tasks is called retrieval practice .

• In brief: when you attempt to recall some knowledge from memory , the act of retrieval tends to reinforce those memories.

• The learning produced by retrieval is called the [[testing effect]] because it occurs when you explicitly test yourself, reaching within to recall some knowledge from the tangle of your mind.

• retrieval practice is about testing your knowledge to produce learning , rather than to assess learning 评估 .

  • [[e.g.]] What distinguishes retrieval practice from typical school tests? #card
    • Its purpose is to produce learning, not assess it.

• [[e.g.]] In general, writing an SRS prompt amounts to giving your future self a recurring task .
  Properties of effective retrieval practice prompts

• (This guide’s) properties of effective prompts: focused, precise, consistent, tractable, effortful

  • Precision: Vague questions will elicit vague answers.
  • Focus: Prompts with too much detail tend to stimulate incomplete retrievals.

• When prompts produce inconsistent answers, what happens to the memories which aren’t retrieved? #card

  • They’re inhibited.

• How often do spaced repetition systems expect you to be able to answer a given prompt in review sessions? #card

  • Almost always.

• How does question scope impact spaced repetition scheduler efficiency? #card

  • Tightly-scoped prompts allow easy and difficult elements to be scheduled at different rates.

• Why is it important that you can’t infer a prompt’s answer from the question? #card

  • Retrieval practice depends on recalling the answer from memory.

• 文章目的 So we must learn two skills to write effective retrieval practice prompts:

  • how to characterize exactly what knowledge we’ll reinforce, 准确描述要学习的知识

  • and how to ask questions which reinforce that knowledge. 增强知识

• 用挖空来练习回顾列表

  • If a focused prompt feels intractable, what text might you add to the question (parenthetical)? :-> A cue.

  • What must a prompt’s cue not do? #card

    • Allow you to infer the answer without recalling it.

  • 可以给每一个空一些提示

• [[elaborative encoding]]: information easier to recall if you can connect it to other memories
  Interpretation; the “more than you think” rule of thumb

• Writing good prompts often involves interpretation : extracting information which isn’t explicitly written.

• Prompt-writing rule of thumb: how many prompts should you write? #card

  • More than feels natural. 比自然感觉更多

• What cognitive factor does the appropriate scale of a ‘focused’ prompt depend on? #card

  • The scale of the concepts you’ve internalized (aka ‘chunk size’)

Procedural   knowledge 程序化知识

• Simple procedures can be mechanically translated into a single set of prompts by treating the steps like a list .

• To emphasize discrete details of procedures in prompts, what should you identify? 强调提示中程序的具体细节 #card

  • Keywords (important verbs, conditions, adjectives, adverbs, subjects, objects)

• Procedures can often be broken down into keywords like this.

  • What are the important verbs,

  • and when should you move between them?

  • What are the key adjectives, adverbs, subjects, objects?

What stock is and why it matters: conceptual knowledge

• (This guide’s) five lenses for writing conceptual prompts: #card

  • attributes and tendencies, similarities and differences, parts and wholes, causes and effects, significance and implications.

• To write prompts about a concept’s attributes and tendencies, what should you identify about its instances? #card

  • What’s always / sometimes / never true.

• To write conceptual prompts using the ‘parts and wholes’ lens, what kind of diagram is helpful to visualize? #card

  • A Venn diagram.

• Write a prompt about types of shapes using the “similarities and differences” lens. (try to create a new one; change the concept if needed) #card

  • Q. How is a parallelogram like a square? / A. All four sides parallel

• To write prompts about a concept’s significance and implications , ask: why does that concept matter?

  • Significance and implications: write prompts which make the concept personally meaningful.
    Open lists

• [[generation effect]] you remember information better when you generated it yourself.

• What’s the difference between an open list and a closed list? #card

  • Closed lists have a specific set of members;

  • open lists can grow over time.

• Digital bookmarking metaphor for open lists :-> tags

• What’s the common problem with writing only a ‘give an example’-type prompt for an open list? #card

  • You’ll usually end up remembering only one or two examples.

• What distinguishes the task of a ‘creative prompt’ from that of a retrieval prompt? #card

  • You’re asked to give a new answer each time, not answer from memory.

• Creative prompts are only possible when you’re able to generate many different responses.

• What knowledge does a creative prompt reinforce through retrieval practice? #card

  • Whatever you consistently use when generating new answers.

Salience prompts and the [[Baader-Meinhof phenomenon]] 显著性提示

• new ideas are particularly salient, so we notice them more readily.

• Selective attention: we’re more likely to notice occurrences of something when it’s highly salient 显著的，突出的 .

• Without intervention, how does salience tend to change over time? 如果不进行干预，显著性会如何随时间变化 :-> Fades

• To integrate new ideas into your life, it’s helpful to keep them salient until when? #card

  • You can use them or connect them to something meaningful in your experience.

• [[Baader-Meinhof phenomenon]]: when you hear something for the first time then suddenly notice it everywhere

• How might spaced repetition prompts relate to the Baader-Meinhof phenomenon? 间隔重复提示如何与巴德尔-迈因霍夫现象相关？ #card

  • Prompts can extend that phenomenon by keeping ideas salient over time.

  • 提示可以通过在一段时间内保持想法的显著性来延续这一现象。

• When possible, phrase salience prompts around contexts where those ideas might be meaningful in your life.
  Writing prompts, in practice

• What simplifying goal can you adopt to make prompt-writing feel less onerous while reading? #card

  • Aim to write a small number of prompts on each pass through the text.

• When writing prompts about ideas in a challenging text, which details does Andy suggest you initially focus on? #card

  • Basic details you can build on.

• If you notice a feeling of completionism when writing prompts about a text, remind yourself that you can always write more prompts later.

• Why might you be able to write better prompts from a text when you return to it later? (a trigger) #card

  • Something meaningful might have motivated your return (a new connection, a problem, a gap)

• Prompt-writing litmus tests: what’s a ‘false positive’? #card

  • You can produce the answer, but you don’t know the information you intend to know.

• What false positive can arise when a prompt’s question includes unusual words or cues? #card

  • Pattern matching (knowing the answer by the shape of the question, without thinking about the words)

• What should you do with binary prompts? (which ask yes/no or this/that) #card

  • Rephrase them as more open-ended prompts.

• What prompt-writing problem is the most common cause of false negatives? #card

  • Not including enough context.

• Retrieval practice prompts must unambiguously exclude alternative correct answers.
  Revising   prompts over time

• What does Andy believe the most important thing to “optimize” in spaced repetition practice is? #card

  • Your emotional connection to review sessions and their contents.

  • 您与复习课程及其内容的情感联系。

Solomon Shereshevsky 以超级记忆力闻名

memex 外部记忆机器，汇总全部个人资料

• [[Douglas Engelbart]] augmentation of human intelligence

• [[Ted Nelson]] [[Project Xanadu]] hypertext, and, indirectly

• Tim Berners-Lee world wide web

Anki makes memory a choice , rather than a haphazard event , to be left to chance.

• I describe some useful patterns of Anki use , and anti-patterns to avoid.
  But, as we shall see, there are already powerful ideas about personal memory systems based solely on the structuring and presentation of information.
• 从信息组织和展示的角度入手。

[[@Part I: How to remember almost anything: the Anki system]]

[[@Part II: Personal Memory Systems More Broadly]]

[[@Appendix 1: analysis of Anki study time]] Here’s a ballpark analysis of the effort required to study an Anki card for recall over 20 years

• 估算一张卡片记住 20 年需要花费的时间成本

[[@Appendix 2: Using Anki to learn APIs]]

Using spaced repetition systems to see through a piece of mathematics ^^{有点琐碎，是的我认知不够}^

两个问题

• how important is memory as a cognitive skill ？

• what is the role of [[cognitive science]] in building personal memory systems ?
  How important is long-term memory, anyway?

• “rote memory” 比理解更低级？

• memory is the foundation of our cognition

  • My somewhat pious belief was that if people focused more on remembering the basics , and worried less about the “difficult” high-level issues , they’d find the high-level issues took care of themselves.

  • I now believe memory of the basics is often the single largest barrier to understanding

  • 熟悉新领域基础知识有助于理解

  • Adriaan de Groot and [[Herbert A. Simon]] studying how people acquire expertise, focusing particularly on chess

    • They found that world-class chess experts saw the board differently to beginners. 大师和新手看到的棋盘不一样

      • A beginner would see “a pawn here, a rook there”, and so on, a series of individual pieces.
      • Masters, by contrast, saw much more elaborate “ chunks ”: combinations of pieces that they recognized as a unit, and were able to reason about at a higher level of abstraction than the individual pieces.
      • 有关国际象棋大师和新手的区别：专家拥有更加复杂的 chunks

    • Simon estimated chess masters learn between 25,000 and 100,000 of these chunks during their training, and that learning the chunks was a key element in becoming a first-rate chess player. Such players really see chess positions very differently from beginners.

    • [[@刻意练习]]里面也要提到过

    • George Miller 论文 The Magical Number Seven, Plus or Minus Two，提出 chunks was effectively the  basic unit of working memory

• distributed practice meaning :-> practice which is distributed in time

  • Hermann Ebbinghaus

  • Ebbinghaus forgetting curve 遗忘曲线

On the role of cognitive science in the design of systems to augment cognition

• they show emphatically that distributed practice outperforms massed practice

• 反例子：某些技能在一定时间后会增强

  • we learn to swim during the winter and to skate during the summer.

  • an 1895 study of Axel Oehrn

• memory is complicated , we don’t understand many of the big picture questions well, and we should be careful before we put too much faith in any given model.
  + memory is complicated 还需要时间去理解相关的内容

• 如何在理论不完善的背景下，开始设计系统？